Adolescents with learning disabilities are not educated in a vacuum. Successful programming for these students involves many school professionals working together to integrate their programs for the benefit of students with learning disabilities. Collaborative teaming probably can best be described as an attitude rather than a certain way of delivering services. Several options, such as collaborative consultation, cooperative teaching, and coaching, embody the collaborative teaming spirit. No one method can be prescribed for all situations. The special educator's role is to assess the current situation and create an individualized plan. An important part of this preparation is to define the roles and responsibilities of collaborating teachers to alleviate potential misunderstanding and capitalize on the skills and expertise of participating teachers. One of the first steps to collaboration involves determining colleagues' readiness to collaborate. This informal assessment process will help avoid the pitfall of trying to force collaboration between unwilling parties. It also will assist in moving a relationship along the continuum of collaboration. Building strong relationships with colleagues is important to collaborative efforts. The problem-solving technique described in this article can be applied in virtually every situation that includes students with learning disabilities. It provides a process and structure to guide problem-solving sessions. Teachers who have used this process report that the outcomes of their problem-solving sessions are more satisfying and productive. (Contains 2 figures and 1 table.)