An inclusive classroom requires special and general education teachers to collaborate to facilitate the learning of students with disabilities. Often, the collaboration between special and general education teachers is ineffective due to the misunderstanding of roles, superiority, conflicts, and teaching strategies. These concerns inhibit the learning of students with disabilities who need specific instructions, resources, and special education centered resources to benefit from education. The purpose of this qualitative research was to explore the collaborative relationship between special and general education teachers who are providing instruction to special education students in the inclusive classroom. The theoretical framework used in this study included self-efficacy theory and social cognitive theory by Bandura (2001). The study used a phenomenological qualitative research design. The research used a purposive sampling technique to recruit 12 participants. Data were collected through an online questionnaire and interviews. Nvivo software was used to analyze the qualitative data. Data analysis revealed that 100% of the participants understood collaboration and its significance in an inclusive classroom. Notably, 92% of the participants understood their specific roles but did not understand their fellow teachers' specific roles. The common challenges identified to achieve an inclusive classroom include modifying Tier 1 strategies, pacing, ineffective schedules, lack of clear goals and roles, and choosing the most effective teaching strategy in an inclusive classroom. The researcher concluded that special and general education teachers understand their roles in an inclusive classroom, but do not clearly understand their fellow teachers' roles, which is the source of conflict in their collaboration. Future research should choose a research design that incorporates more participants. [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.]