The purpose of this literature review is to explore the role of professional collaboration within the school context as a means of improving the quality and retention of beginning special education teachers (SETs). The assumption underlying the review is that the local school context in which new SETs work should also function as the primary source of induction support for GETs and SETs alike. As such, the audience for this review is both general and special educators, school building administrators, and central services staff in both general and special education, all of whom have interconnected responsibilities for the success of new SETs and whose actions can directly contribute to their professional longevity. With this assumption in mind, two questions guide this analysis: (1) If the school is viewed as the major context within which induction takes place, what aspects of the school as a community need to be taken into consideration when building strong induction policies and practices for SETs?; and (2) What is the relationship between capacity building for induction at the school level through a variety of collaborative practices that treat SETs as fully participating members of the school's learning community and any discipline-specific support related to the unique role and needs of special educators, and how might general and special educators' efforts in this regard intersect to create effective connections and an appropriate balance between the two? Drawing on the literature from both general and special education, four major issues are addressed, which include: (1) How are novice SETs situated within the concept and practice of schools as PLCs?; (2) What roles do building principals play in creating school communities that support the induction of SETs?; (3) What professional development practices might best serve as vehicles for improving the quality of new SETs' practice?; and (4) What is the role of co-teaching or teacher teaming as a collaborative enterprise for the induction of SETs? Each section of the paper explores one of these issues as related to support for the induction of SETs. Literature from general education that has direct applicability to building capacity for the induction of SETs at the school site through collaboration, as well as literature that addresses SETs more directly, is included. The paper includes charts of empirical studies that have informed the review as well as recommendations for practice and research. The conclusion explores themes across all four sections of the review. (Contains 4 tables and 2 footnotes.)