The Individuals with Disabilities Education Improvement Act governs special education and requires collaboration between all stakeholders including parents and teachers. Additionally, there is a growing number of children with disabilities participating in the general education setting. The purpose of the study was to determine special and general education teacher perceptions of parent-teacher collaboration in support of children with mild to moderate disabilities. Ultimately, the goal of this study was to improve understanding and make recommendations for collaboration thereby allowing parents to have more voice and contribute to decision-making of the IEP process and services offered. The overarching research question guiding this study was, how does collaboration allow parents to have more voice and contribute to decision-making of the IEP process and services offered? Qualitative case study methodology was used to answer the research question. The case study included 10 teachers including 6 special education teachers and 4 general education teachers who participated in interviews and shared their experiences collaborating with parents. Teachers in the study used their experience with parents to speak with some authority regarding parent-teacher collaboration. Overall, teachers had a positive perception of parent-teacher collaboration in support of parents of children with mild to moderate disabilities as evidenced by their desire to collaborate with parents in order to meet the needs of students. However, teachers identified the need for more education on collaboration for both parents and teachers. [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.]