The study investigates the essential components and strategies that promote successful collaboration between parents and teachers in special needs education. Prior research highlights the positive impact of collaboration on students' academic, social, and emotional development, but gaps remain in understanding the lived experiences of those involved. Using a hermeneutic phenomenological approach, semi-structured interviews were conducted with parents and teachers to explore their experiences and perceptions. The data were transcribed verbatim and analyzed through qualitative data analysis software and manual coding techniques, with intercoder validation ensuring consistency. The findings reveal that effective collaboration requires clear communication, mutual respect, shared decision-making, and collaborative problem-solving. These elements were identified as critical in fostering inclusive and supportive educational environments. The study offers practical recommendations for educators, policymakers, and researchers to enhance collaboration practices. It underscores the importance of building partnerships that support the holistic development of students with special needs. The study includes appendices with interview protocols, data analysis procedures, and supplementary findings.