Home-school collaborations offer the promise of increased social and academic outcomes for students with disabilities. This qualitative study examines the practices of 25 preservice special education teachers and their implementation of state standards to collaborate with families of children with disabilities in schools during student teaching. Respondents' responses were categorized into two main themes of direct and indirect collaboration activities. Direct collaboration included invitations, meetings conversations, and sharing information. Indirect collaboration included training. Although the preservice special education teachers evidenced typical family involvement strategies, a more integrated connection between theory and practice is necessary for creating effective home-school collaborations.