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Inchargeness is associated with one's authority in driving the activity incollaboration. We study how inchargeness changes within a collaborative groupwhen its members have differing expertise. We present a case study of a groupof three students working in an upper division undergraduate physicslaboratory. One of them has less on-task expertise than her peers due tomissing a day, which reduces her relative inchargeness across two storylines:"catching up" and "moving forward".

Positioning in groups: The roles of expertise and being in charge