This paper begins by relating the experiences of a beginning special education teacher in a small school in rural Montana. He soon became frustrated as he lacked the skills required for collaborating with other teachers, students, parents, and the community. Small rural schools have difficulty in recruiting and retaining qualified special education teachers because of the overwhelming demands made on people in these positions. A review of the literature on beginning teachers reveals that preservice teachers do not regard collaboration as an important aspect of teaching, and few studies mention collaboration skills as an essential competency. However, teachers need the ability to work cooperatively with their peers. As students become more diverse, teacher collaboration becomes more important in developing educational programs appropriate to students' educational needs. Part of the problem is that teachers view teaching as an independent occupation, rather than seeing their role as being a part of a team. However, faculties at colleges of education are beginning to address the need for training in this area. For example, Montana State University (Billings) has begun offering both undergraduate and graduate education courses in collaboration. This paper suggests that collaboration, along with subject matter content and pedagogical methodology, deserves a place in the professional literature. (LP)