Article 1: Purpose: Reviews of evidence have shown that elementary school students show enhanced speech, language and/or literacy outcomes when speech-language pathologists and classroom teachers collaborate in planning and delivery of services. However, such collaboration is uncommon. The purpose of this qualitative interview study was to examine the experiences and views of elementary SLPs and classroom teachers in collaborating with one another. Method: Semi-structured interviews using matched sets of prompts were used to investigate the experiences and opinions of 13 SLPs and 16 elementary teachers regarding collaboration, specific scenarios of collaboration, and preferred collaborative models. A qualitative analysis was used to analyze the interviews. Results: The results support previous research findings that SLPs and teachers spend a low proportion of their time collaborating, and SLPs are rarely involved in classroom-based intervention. Teachers were favorably disposed toward classroom-based intervention. Both SLPs and classroom teachers expressed a wish to collaborate, but noted challenges including time, difficulty targeting goals in the classroom, and classroom distractions. Building relationships can increase the likelihood of collaboration occurring. Conclusions: Both SLPs and classroom teachers agree that collaboration is desirable for supporting student success and that current practices are not ideal. SLPs and classroom teachers noted the importance of building relationships and expressing their willingness to engage in collaboration. Article 2: Purpose: Although previous studies have shown more positive outcomes when speech-language pathologists (SLPs) provide services in the classroom rather than the resource room, evidence suggests that classroom-based intervention is underutilized. SLPs' viewpoints regarding this situation are relatively unknown. The aim of this study was to provide information regarding SLPs' views about classroom-based intervention, current practices, and strategies for increasing classroom-based intervention. Methods: Qualitative methods were used to interview thirteen elementary school SLPs to examine their use of classroom-based intervention and the barriers and facilitating factors. Results: The results indicated that the SLPs spend minimal time providing classroom-based intervention. When they go into the classroom, they typically serve children in the early grades, work with students individually or in a small group, and support language/literacy goals. This sample resembles those surveyed in previous research: spending the bulk of intervention time in resource rooms rather than classrooms. The results showed that SLPs' classroom-based intervention most frequently focused on language/literacy goals in the early grades and were provided individually or in small groups rather than the entire class. The barriers were time, classroom distractions, difficulty providing services in specific teachers' classrooms, lack of training/confidence, and difficulty addressing speech/language goals during class time. Strategies that facilitated success were starting small, using a hybrid approach, and building relationships with teachers. Conclusions: The implication for SLPs is to recognize and build on these facilitating factors. Universities and administrators need to educate SLPs and teachers about the benefits of and how to provide classroom-based intervention. [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.]