This article investigates the practices of effective collaboration and co-teaching among Special and General Educators as it relates to the social justice concept of inclusion. Data was gathered through interviews, faculty surveys, student surveys, and personal journal reflections. The study explores the key components to reshaping the role of a Special Educator into a Collaborative Learning Specialist. Collaboration and co-teaching, done effectively, have the power to improve learning outcomes for all students as well as promote inclusion in schools. Effective collaboration, benefits of collaboration, competing forces of collaboration, flexibility and accountability as agents of change, and resources for collaboration are discussed.