Collaborative professional development is an important measure to enable teachers to cope with challenges of the post-pandemic work reality. How this can be achieved or promoted in professional development in basic education/literacy has been inadequately researched so far. This article addresses this desideratum and describes exploratory the conditions for success of collaborative learning in the context of a section of collaborative professional development. Here, collaborative learning is made the subject of continuing education along a learning game validation for basic financial education. It is shown that, building a team organization, leading a team, and dividing tasks within a team are relevant to teachers’ collaborative learning and that professional experience moderates the relationship between perceived efficacy of the collaboration process and the emergence of state motivation in collaboration.