The experience of one urban school district in developing and implementing a program of team teaching for bilingual special education students is examined. Bilingual education teachers, special education teachers, specialists in speech pathology and English as a Second Language, and principals collaborated to construct their own programs in one elementary school and one junior high school. The program was studied by ethnographic methods. Its evolution is described chronologically, and its results are discussed in terms of four general collaboration competency areas needed by educators serving culturally and/or linguistically diverse students. These competencies are: understanding one's own perspective; use of effective interpersonal, communication, and problem-solving skills sensitive to cross-cultural and cross-disciplinary interaction; understanding the roles of collaborators; and use of appropriate assessment and instructional strategies. It is concluded that the program succeeded in helping teachers achieve these competencies. In addition, several lessons learned about the dynamics of bilingual special education teams are outlined. (MSE)