According to the 2016 National Association of Colleges and Employers survey, employers rated ability to work on a team as one of the most sought out attributes in hiring employees. As such, it is incumbent on educators to consider how computing students are being prepared to engage in the workforce as effective team members. Within computing curriculum, teamwork is commonly aligned with collaborative learning. While many studies have examined how students learn in a collaborative environment, little research has been conducted on the faculty practices around collaborative learning in computing education. This paper reports on the findings from an exploratory qualitative case study that examined the faculty perspectives and instructional approaches to collaborative learning in first-year and second-year post-secondary computing education. Findings indicated that collaborative learning was limited to informal instructor-student classroom interactions and unstructured student group work. Furthermore, faculty emphasized building individual student skillsets over collaborative learning or teamwork skills in the computing domain. This suggests that there is space for faculty development around pedagogical knowledge, training and curriculum development specifically related to collaborative learning in computing education. Future research should extend to examine instructional approaches that foster and inform the development of collaborative learning, particularly in the scope of fostering diverse and inclusive computing environments.