The purpose of this qualitative descriptive study was to understand how high school core faculty and special educators from the eastern United States describe their perceived achievements and challenges when implementing best practices for collaboration experiences on shared students with special needs in person versus virtually. The theoretical foundation used was Farrell's collaborative circles theory describing similar professions working together to benefit themselves and the profession. The research questions were: (1) How do high school core faculty and special educators describe their perceived achievements and challenges in working collaboratively as a team to benefit students with special needs in inclusion settings? (2) How do educators describe differences of collaborative experiences when implementing best practices in person versus virtually? The final sample (n = 40) comprised core and special educators. The data sources were self-reported, open-ended questionnaires and individual, semi-structured interviews. Thematic analysis with inductive and values-based coding was used to develop the findings. Nine themes were identified, including: educators want more time, resources, and administration support to be able to engage in collaborative experiences that benefit their students with special needs. Six implications acknowledged use of Farrell's theory without knowledge of it and limited time, necessity of relationships and training, and challenges foster teamwork and uncover discrepancies in learning environments. The achievements and challenges had by core and special educators were not due to the teaching environment. [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.]