This study identifies profiles for teacher collaboration related to five instructional practices (direct instruction, adaptive instruction, initiation of reading strategies, stimulation of reading engagement, and feedback provision) among middle school literacy teachers in South Korea. PISA 2018 data were utilized for a latent profile analysis that revealed four profiles: High Collaboration, Moderate Collaboration, Low Collaboration, and Assessment-centered Collaboration. A notable finding was the existence of a substantial Assessment-centered Collaboration group, comprising teachers whose primary collaboration focus was assessment standards. Moreover, it was found that the use of all five instructional practices was significantly higher among the higher-collaboration groups. Teacher collaboration profiles can aid in establishing clear goals and targeted support for sustained, impactful professional learning.