The use of a school wide positive behavior intervention and support (PBIS) framework is well established as a beneficial model for the majority of students taught in general education classrooms (e.g., Bradshaw, Mitchell, & Leaf, 2010). Some students, whether at-risk for or school-identified with emotional behavioral disorders (EBD) or other disabilities (e.g., learning disabilities, autism), may need individualized instruction and reinforcement related to their behavior to be successful in inclusive settings. Today's special education teachers must work closely with general educators to provide useful and practical interventions and supports within multitiered systems (Hoover & Patton, 2008; Simonsen et al., 2010). Effective communication and collaboration between special educators and their general education colleagues is essential for this process to succeed. This article describes challenges facing this effort and offers suggestions for teachers as they work together to promote positive behavior for all students. It concludes with an overview and implementation steps of an evidence-based intervention, Check-In Check-Out (CICO; Fairbanks, Simonsen, & Suggai, 2008) as an example of a collaborative strategy.