In Canada integrated-school linked services is under provincial jurisdiction, creating a cadre of policies across the nation aimed at supporting integrated services across sectors. Many of the current national policies have been informed by a Saskatchewan provincial integrated-services movement commonly known as SchoolPLUS . The purpose of this paper is to explore policy discourse related to SchoolPLUS and the experiences of SchoolPLUS stakeholders who collaborate to improve health and learning in schools. Grounded in the “communities of practice” (Wenger, 1998), “community schools” (Blank, Melaville, & Shah, 2003) and “full service schools” (Dryfoos & Maguire, 2002) literature. Although heralded as a multi-sector policy, intended to guide collaboration among practitioners from Health, Social Services, Corrections and Education, the discourse was Edu-centric marginalizing other professional ways of knowing in blatant and subtle ways. Second, there was an assumption about the level of collaborative competencies already inherent in professional training that is unfounded in evidence. Finally, there was a paradoxical contradiction that, on one hand, service providers were already practicing SchoolPLUS policy and on the other hand, tasked with constructing something new with an aim to improve health and learning outcomes.