This report discusses findings from a study that examined issues surrounding the collaborative relationship between Latino paraeducators and the classroom teachers with whom they worked. Specifically, the study examined the types of activities that the paraeducators engaged in, the input they had in classroom instructional activities, the assistance they received from teachers and others, and the factors that detracted from or fostered collaborative relationships. The 32 participants in the study were drawn from two large Southern California public elementary schools that serve primarily working class Latino limited English speaking students. Findings reveal that a lack of interaction between teachers and paraeducators allowed little time for paraeducators to ask questions of the teachers or for the teachers to assist the paraeducators in the development of effective teaching strategies. Both parties indicated that more opportunities for interaction would be beneficial. It was also found that school cultures are not structured to support collaboration between teachers and paraeducators, and that a hierarchical structure of social relations prevailed in the teacher-paraeducator relationship. A critical finding is that teachers are not aware that paraeducators possess a knowledge of the students' culture and community that is essential for tapping into students' prior knowledge and interests. (Contains 45 references.) (KFT)