The purpose of this study was to understand and report how exemplary dyads describe their practice of collaborative consultation in inclusive classrooms. A dyad was made up of one resource teacher and one classroom teacher. This study discovered, through semi-structured interviews, how these educators collaborated and consulted as a team to meet the needs of exceptional students in elementary classrooms. The four central themes that emerged were: (a) building and maintaining strong relationships, (b) growing and developing professionally, (c) maintaining regular contact, and (d) time being a challenge to collaborative consultation. These findings extended those reported in the literature about collaborative partnerships, focusing on the affective qualities in collaborative consultation.