The current study aimed to identify the reality of collaborative practices to facilitate access to mental healthcare by students with disabilities in the Kingdom of Saudi Arabia. Descriptive survey approach was used to obtain data from 71 teachers and specialists (n = 42 teachers; n = 29 specialists), who were identified using snowball sampling method, on the use of collaboration to support the mental health of such students. Statistical processing was done to obtain (a) the frequencies and percentages for the analysis of the participants' responses, and (b) the means to organize these data. According to the findings, while Saudi teachers and specialists in special education agree on the importance of collaborating to provide these services to those with disabilities, the survey responses indicate that Saudi Arabia lacks clear directives in the form of regulations, laws, incentives, and training that would help facilitate the implementation of these practices as required. Based on these and other findings, a proposal is made on how to increase collaboration among stakeholders to create better access to mental healthcare, when needed, for those in the population of individuals with disabilities receiving special education support in schools in Saudi Arabia. In addition, the respondents indicated they perceive a lack of understanding of the different psychological issues individuals with disabilities may encounter and how these can be treated. The current study develops recommendations based on the findings to address these concerns as well as provides recommendations for future research.