Special educators are responsible for a myriad of roles as part of their responsibilities as teachers. In addition to developing and monitoring individualized education programs (IEPs), co-teaching with general education colleagues, and engaging in direct instruction, they often also support students with behavioral needs. Although not all students who need behavioral support qualify for special education services under the federal category of emotional and behavioral disabilities (EBD), these particular students often require more intensive behavioral interventions across all school settings. Because the enormity and intensity of this work can be overwhelming, to avoid burnout, it is important for special education teachers who work with students with EBD to share the workload with other stakeholders (e.g., administration, general education teachers, families, paraprofessionals). In this article, the authors provide talking points and advocacy tips to garner support from colleagues in addressing students' behavioral needs. Then, specific strategies for collaboration among stakeholders are outlined. Although the suggestions outlined in this article are not all-encompassing, the purpose of this article is to provide special educators with strategies for initiating and maintaining collaborative relationships with colleagues to advocate for themselves while coordinating behavioral support for students.