This monograph reports the results of an effort to assess the experiences of family members and professionals who have received family/professional collaboration training and provides an evaluation of the training program and a discussion of the nature of collaboration. The fundamental concept underlying the training curriculum was the pairing of family members and professionals to participate in exercises promoting collaborative problem solving, communication, and advocacy skills. Primary training objectives included the identification by participants of potential attitudinal and systemic barriers to collaboration, knowledge and skills related to collaborative relationships, and the practice of these skills through experiential exercises. The curriculum used co-trainers consisting of both a professional service provider and a parent of a child with an emotional disorder. Fifty-two individuals (24 family members, 24 professionals, and 4 "dual respondents" i.e., each was both a family member and a professional) who had participated in the family/professional collaboration workshops completed questionnaires; 36 of the individuals also were interviewed. Quantitative and qualitative findings are summarized. Overall, the findings suggest that participants found the training to be of great value. Specifically, the identification of attitudinal and service system barriers, practicing various skills, demonstrations, exercises, and hand-outs were all rated highly by respondents. The dominant theme emerging was that collaboration is only partially developed as a concept and only partially applied as a practice. An appendix provides a copy of the survey questionnaire. (Contains 33 references.) (DB)