This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New York State known for their improved academic performance of students with disabilities in eighth grade, English/Language Arts. I was the principal in one of the schools. The study used qualitative methods, chiefly interviews, document analysis, and observations, to (I) examine the collaborative planning processes that occur between these teachers (2) examine the teaching practices that occur after this planning and (3) explore whether and how the participants used research-based literacy strategies in the inclusive classroom and what connections participants perceived between the use of collaborative practices and the use of these strategies. The study finds that the relationship between collaborative planning and collaborative teaching is complex. Specifically, the level of sharing that occurred between co-teachers during planning sessions varied across case studies. In addition, experience (both with one another and in teaching), philosophy, and special educator content knowledge all played a role in the level of sharing that occurred during planning. However, participants from all three case studies showed sophisticated levels of collaborative teaching in the classroom. These findings suggest that research stating effective collaboration must include sharing between participants may not be as accurate for planning as for teaching. The prior research on collaboration is limited to teaching practices as my study is one of the first to concentrate on planning as well as teaching. Therefore, findings from this study go beyond current research. In addition, discrepancies existed between the literacy strategies participants discussed during interviews, which they generally related to research, and strategies planned for and taught in the classroom. These findings suggest a research to practice gap exists with regard to literacy strategy instruction. The above findings have implications for practitioners, researchers, and leaders within schools of education who wish to support SWDs to reach higher standards on a consistent basis. [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.]