This article examines collaboration in the context of how gifted education teachers co-plan and co-teach with general education teachers. Perspectives of the benefits and barriers to collaboration are explored from gifted education teachers, gifted education administration, and general education teachers in one school district in the Southeast United States. Benefits include perceived growth in teacher competency to differentiate for students identified as gifted and growth in student learning; barriers include time constraints and perceived conflicting assumptions. The article highlights implications of the challenges and practical nature of implementing collaboration between gifted education teachers and general education teachers within the context of systemic change.