If teachers have the skills to successfully educate students without disabilities, then they can succeed in teaching students with disabilities who are included in regular education. Preservice level teachers need skills for successful participation in the daily routines of inclusive classrooms before they actually enter the regular classroom. Important qualities for success include: teacher organization, quality delivery of lessons, rapport, credibility, control, content, discussion, and well-designed activities to engage children. Preservice teachers must learn collaborative skills along with the existing content/pedagogical training. It is no longer acceptable for teachers to learn collaboration skills on the job, and teachers can no longer get away with a solitary approach to teaching. Preservice teachers need to develop strong interactional skills that encompass the ability to communicate with peers, parents, and students. They must also learn strategies for using parent-teacher conferences as opportunities to solidify collaborative relationships with families. Preservice programs must emphasize reflective thinking and teaching, encouraging teachers to be open-minded, wholehearted about teaching, and intellectually responsible. In the absence of collaborative skills, it will be far more difficult to ensure that all students are accepted and actively supported in accessing the full array of educational experiences available to them. (Contains 13 references.) (SM)