One of the foremost challenges for K-12 teachers is to provide relevant learning experiences in an environment of increasing accountability and student diversity. This balance is particularly consequential for students with disabilities who rely on special and general education teachers to ensure access to and success within the general curriculum. Teacher collaboration has been viewed as a critical part of the equation to help meet the needs of those learners. In this article, we present a case study from a course codeveloped and cotaught by secondary and special education faculty working in a teacher preparation program. Findings indicate that the teacher candidates with whom we worked showed a more complex sense of collaboration and recognition of critical elements of successful collaborative partnerships at the conclusion of the course.