Workforce ageing is on the rise and is projected to grow significantly in the coming years. As a consequence, workplaces are increasingly age diverse and multiple generations coexist in them. Teaching workforce and schools are no exception. Quite on the contrary, both are facing large and complex challenges as a consequence of the impact of population ageing and generational diversity. These challenges have brought into focus the importance of understanding generations in schools and identifying ways to cope with and seize generational diversity. Intergenerational collaboration and learning have been identified as needed to meet these challenges. Moreover, they are expected to bring new potentials and possibilities for organizational growth of schools and other organizations. The chapters of this edited volume have either one or both of two major focuses: on generational diversity and on intergenerational collaboration among teachers and/or school leaders. It aims to shed light on these under-theorized and under-researched issues and their connections. Specifically, it aims to explore them in a theoretical, empirical or applied way. Therefore, relevant theoretical constructs, frameworks or perspectives are analyzed, empirical research is presented and some practical initiatives are described and examined. To that aim, the book coalesces scholars and some practitioners from different European countries (Czech Republic, Poland, Portugal, Spain, Turkey and United Kingdom) in a dialogue to make significant contributions on the issues mentioned above.