This study conducted a literature review concerning the use of teacher collaboration as a problem-solving process intended to provide educational services to students at risk and with disabilities. Various types of resistance to collaborative service delivery were grouped in the following categories: knowledge, skills, and training perceptions of collaboration; administrative involvement; volunteerism; time and scheduling; disincentives and workloads; crisis management; role ambiguity; status quo; funding and resources; students; parents; and preparation, planning, and evaluation. A questionnaire was then developed and used in conducting a survey of 144 teachers and 11 administrators. Findings indicated that educators agreed that involvement with collaboration does not diminish an individual's professional status or result in inferior services to students; teachers need more training to collaborate effectively and need information on instructional modifications used in teacher collaboration; the outcome of collaboration is largely dependent on a teacher's communication skills; and school administrators support collaboration. Respondents felt that collaboration was best used for problem prevention and addressing present problems. The paper concludes that the reasons behind resistance to collaboration are many and varied, differing somewhat as a function of professional discipline (administrator, special educator, regular educator). (Contains 22 references.) (JDD)