With the rise in inclusive education practices, it is pivotal to explore the barriers to effective inclusive education to support diverse populations of students in the general education setting. Recent data show that teacher collaboration is a promising practice to support inclusive education, as it has been linked to increased student achievement, opportunities for teachers' knowledge exchange, peer support and collectively designed teaching methods. Despite these findings, there are few recent studies that aim to critically examine teacher collaboration for inclusion to reveal attributes leading to varying degrees of success with inclusion implementation. Grounded in positioning theory, this study used a microethnographic discourse analysis approach to examine the collaborative interactions of five second grade general and special educators as they implemented inclusive practices. Data sources included audio-recordings, field notes and analytic memos from formal and informal interviews, classroom observations, and observations of professional learning community meetings and co-teaching planning sessions. Findings highlight the role of language in teacher collaboration, demonstrating the ways in which teacher identities and positions are influenced and changed through interactions with colleagues. Results also demonstrate the dynamic role that school culture plays in teacher collaboration. The study breaks important ground in our understanding of the complex interactional dynamics that influence teacher collaboration and ultimately determine its success. [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.]