This paper examines perceptions of regular and special educators concerning the frequency and importance of collaborative practices in inclusive schools. Eighty schools in four rural counties of southern Ohio were ranked according to students' grade point average. A questionnaire was distributed to regular and special educators serving on collaborative teams in 24 schools that represented the top and bottom 15 percent of ranked schools. Responses from 66 teachers and principals reveal that special and regular educators in both groups of schools have similar perceptions concerning the importance of specific collaborative practices. However, professionals in less successful schools do not perceive themselves as effectively implementing collaborative practices that support role reciprocity among regular and special educators involved in inclusive education. These results confirm the assertion that professional credibility issues, differing conceptual frameworks, and certain collaborative practices may diminish collaborative outcomes. Additionally, the principal's role appears to be a critical variable impacting collaborative outcomes. Finally, the perceptions of professionals in high- and low-achieving schools differed significantly with regard to collaborative practices related to autonomy, decision-making processes, and school norms. The paper includes recommendations to support increased frequency and quality of collaborative practices among both regular and special educators. (LP)