Purpose: The aim of this study was to systematically investigate and interpret the leadership qualities essential for fostering effective interdisciplinary collaboration between leaders in CTE and special education. By embracing the distinct perspectives of both special education and CTE leaders, I wanted to uncover the fundamental attributes perceived as pivotal in cultivating and maintaining collaborative relationships. Additionally, in this study I sought to recognize and comprehend the shared challenges encountered by these leaders in their joint endeavors to ensure equity and access for students with disabilities within CTE programs. Methodology: Utilized in the present study was a multiple case study approach following Robert Stake's framework. Semi-structured interviews were conducted with CTE and special education administrators to collect qualitative data on their leadership styles and collaborative efforts. Thematic analysis was used to identify patterns, leadership qualities, and challenges in building effective collaboration between the two departments. Findings: The study identified three primary leadership qualities as crucial for effective collaboration: communication and mutual understanding, flexibility and adaptability, and trust and accountability. Administrators who emphasized open communication and dependable follow-through were more successful in building partnerships between departments. Flexibility and creative problem-solving were also highlighted as essential for addressing the diverse needs of students with disabilities. Trust and mutual support played a key role in fostering a culture of shared responsibility and effective teamwork. Implications: The results of this study should prompt educational leaders to prioritize interdisciplinary collaboration through targeted leadership training and combined professional development. Improving communication and trust between CTE and special education departments can lead to more inclusive and supportive educational environments. This research provides actionable insights for school leaders seeking to enhance collaboration, ultimately benefiting students with disabilities through improved access to both academic and vocational pathways. The study underscores the importance of leadership in fostering cohesive partnerships that prioritize student outcomes. [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.]