This brief paper examines issues in service delivery and collaborative partnerships in light of requirements of the Individuals with Disabilities Education Act Amendments of 1997 and the No Child Left Behind Act of 2001, both of which emphasize the importance of providing access to the general curriculum for students with disabilities and participation in assessments used to measure achievement. Discussion of legal and research implementation issues examines topics such as how to effectively align standards with the individualized goals and objectives of the Individualized Education Program. Other sections consider the changing roles of educators and challenges such as teaching students with an increasingly diverse range of educational needs. Discussion of what works focuses on a model of collaboration developed in Minnesota in which teams of general and special educators work together to identify mutual goals and use negotiation skills to address student needs. Teams are provided with training in collaborative and instructional strategies. A "Five Step Process" of collaboration is illustrated in an attached table. (Contains 20 references.) (DB)