The term “K-16” is shorthand for an ongoing movement to improve history education by connecting teachers and curricula from the K-12 to the college classroom. We took seriously the aspiration of this term by forming a community of inquiry to ask: what exactly can a K-16 collaboration teach us about teaching and learning history? Too often, the “K-16” concept conjures grand schemes for synchronizing curricula across divergent bureaucratic structures. Our aim was more modest and humane. We started a monthly K-16 conversation circle with middle and high school teachers and college professors. Our goal was to push ourselves into difficult and vulnerable dialogue. We explored our training, our small victories, our instructional moves, and our continued challenges, with the hope that our “conversational research” could help teachers find professional wisdom and solidarity across the K-16 continuum. Previous attempts to bridge the gap between educators at different levels include the Teaching American History Grants, the Seamless Education Project at Cal State Long Beach in 1996, and the Amherst Project in the 1960s. In recent years, the American Historical Association has nurtured the K-16 movement with its Teaching History Conference collaboration, its Tuning Project, and the History Gateways partnership with the Gardner Institute. Reports from these larger scale reports suggest that K-16 projects work best when they focus on developing community among educators--that is, when teachers co-construct knowledge and findings. This was the goal of our small-scale community of practice, and this roundtable panel will share insights from our experiment in “conversational research” among teachers at different levels (middle-school, high school, and college educators) and in different parts of the country (California, Tennessee, St. Louis). Our aim is to share what we learned in hopes that other history educators might be inspired to start their own K-16 communities of practice.