The paper describes an inservice training program designed to bring together special education teachers, elementary teachers, and administrators to address the following issues: (1) attitudes toward integration of handicapped students into regular classrooms; (2) communication between regular and special educators; (3) specific skills for regular education teachers to deal more effectively with special needs students; and (4) establishment of a framework for sustained, within-building collaborative programming between regular and special educators. A total of 25 participants took part in the inservice training program, which emphasized practical strategies and was given over two weekends. Comparison with nonparticipants suggested that significant changes occurred in teacher willingness and perceived ability to work with others, reported knowledge of individualized instruction and classroom management, and appreciation of the benefits that derive from collaborating with others. Discussion of issues related to improving building level collaboration includes administrative support, teacher release time, recognition for team participation, and utilization of prereferral or intervention assistance. Includes 28 references. (DB)