With the increase in schoolwide practices to improve reading instruction for all students and provide supplemental interventions for struggling readers, the need for collaboration among education professionals has become increasingly important. This article focuses on the expanding opportunities for collaboration between school psychologists and speech-language pathologists in schoolwide models such as Response to Intervention. Examples of collaboration and an approach for expanding collaborative efforts are offered for school psychologist and speech-language pathologist practitioners working in schools using schoolwide models of reading instruction.