The problem addressed is that inclusive classrooms lack consistent, collaborative learning opportunities for students with an identified learning disability (LD). A qualitative narrative inquiry was completed to collect teachers' stories and experiences. This study was framed by Vygotsky's social development theory, Bandura's theory of self-efficacy, and Dewey's theory of experience. Research questions focused on teacher perceptions, motivations, challenges encountered, and steps taken to implement collaborative learning. Purposeful sampling was used to identify six middle school inclusion teachers who participated in semi-structured individual interviews and follow-up interviews through Zoom. Eight themes were identified through thematic analysis, which included, (a) Zone of Proximal Development, (b) student-driven classroom environment, (c) reflection influences instruction, (d) culture of academic, social, and individual growth, (e) creation of engaging lessons influenced by personal and professional factors, (f) planning, implementation, and monitoring with diverse student needs, (g) execute detailed lessons based on students' individualized education plan, academic, and social needs, and (h) establish a culture of acceptance and response with continuous monitoring and adjustment. Recommendations for future practice include grouping students heterogeneously so higher-achieving peers can assist students with LD, providing teachers hands-on learning experiences compared to informational professional development, utilizing professional learning communities to influence professional growth, and the necessity for administrators to remain flexible by acknowledging the challenges that may arise during collaborative lessons. Recommendations for future research include expanding data collection to campus administrators to collect their perceptions and adding a quantitative study to measure academic gains for students with LD when they participate in collaborative lessons. [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.]