This mixed methods explanatory study addressed the problem of continuing disparity in achievement between students with special needs and their peers in the educational setting, despite mandates requiring schools to educate these students in the least restrictive environment. The purpose of this study was to determine the types and extent of resources used by general education teachers regarding their special needs students. Constructivism provided the theoretical foundation for the study. The research questions were designed to determine teachers' perceptions of the types and effectiveness of collaboration between general and special education teachers. A nonrandom sample of 49 intermediate general education teachers in a northwestern school district responded to a researcher-developed survey. Data were grouped and analyzed using ANOVA, correlation and chi-square statistical tests to answer each of 5 research questions. Internal consistency reliability analyses were conducted using the survey data. Open-ended responses were thematically coded and results were used to explain findings. Findings showed that direct consultation with a special education teacher was the preferred type of resource, however less than 1 hour per week was actually spent consulting. Teacher collaboration with peers was perceived as effective for improving self-esteem, social skills and interpersonal relationships for students. Recommendations for the district include administrative support for professional development to improve the collaborative process. The findings could affect positive social change when teachers are engaged in improving the learning environment and achievement of students with special needs to facilitate employment opportunities for this group of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]