When exploring the education of students with disabilities, it is important to consider policy implementation as a contributing factor in the progress and outcomes of those students. Federal special education policies promote equity by providing individualized support, enhancing opportunities, and enabling maximum participation in general education. Understanding and applying these policies is essential to ensure all students have equal access to high-quality education. Achieving this requires educators to be well-versed in special education legal literacy, which encompasses the knowledge, understanding, and skills required for educators to apply legal rules to their everyday practice (Decker & Brady 2015). This mixed-methods research study investigated general education teachers' special education legal literacy by examining their perceptions of knowledge and responsibilities related to collaborative practices with special education teachers. This was done through the lens of the six core tenets of the Individuals with Disabilities Education Improvement Act (IDEIA 2004, 20 U.S.C. § 1400 et seq.) to determine whether current practices align with the collaborative intent of the law. The study utilized both quantitative and qualitative data collection and analysis methods to gain a comprehensive understanding of general education teachers' legal literacy within IDEIA 2004 (IDEA). The three research questions that guided this study were: 1) How do general education teachers perceive their responsibilities, as mandated by IDEA, to collaborate with special education teachers in educating students with disabilities within their inclusive classrooms? 2) How do general education teachers describe their current collaborative practices with special education teachers to serve students with disabilities in their inclusive classroom? and 3) How do general education teachers' reported collaboration with special education teachers align with IDEA's mandated requirements for professional collaboration when educating students with disabilities in an inclusive classroom? Data collected through online surveys and one-on-one interviews indicated that while teachers had a moderate level of understanding about their collaborative responsibilities, a gap exists between theoretical knowledge and practical application due to the absence of strong, trusting, and open relationships. The study emphasized the importance of fostering these relationships to enable genuine collaboration. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]