Transnational higher education (TNHE) is increasingly experiencing collaborations between faculty and specialists of English for academic purposes (EAP). Issues concerning knowledge transfer, second language practice, and contextual challenges are the main concerns initiating joint delivery (JD) programmes. This reports on research exploring the collaborative experiences of thirteen EAP specialists with a reflective standpoint undertaking interpretative phenomenological analysis. The analysis exhibits three main collaborative practices with different levels of engagement and teaching tactics: assisted-delivery, co-teaching, and lecture-seminars delivery. Friend and Cook's (2014) framework evaluates these collaborations, providing insights on approaches for optimum and organic collaborations based on co-designing, openness and adaptation, mutual learning, and a share of outcomes and responsibilities. JD enriches practice, student experience, and the collaborative stands of TNHE.