The number of students with special healthcare needs (SHCN) and severe disabilities in public schools in the United States has steadily increased in recent years, largely due to the changing landscape of public health relative to advances in medicine and medical technology. The specialized care required for these students often necessitates complex coordination among a large number of medical and educational service providers. While collaboration is critical in promoting appropriate academic progress for these students, school nurse reductions coupled with minimal teacher training in healthcare procedures leads to role confusion as school personnel attempt to meet the increasing demands of students with SHCN. Thus, this study examined the collaboration between the two most critical members of the team: the school nurse and the special education teacher. A 45-item survey on this collaborative partnership was completed by 76 school nurses working in public school settings. Results were consistent with existing literature, suggesting there are noteworthy aspects of the partnership between school nurses and special education teachers that are described as positive by school nurses; however, there are also many barriers that persist, resulting in fractured care for students with severe disabilities and SHCN. Recommendations for future collaboration and research are provided.