Collaborations between public early care and education programs and private childcare centers offer families of young children high quality education and comprehensive services in addition to full-day, full year care. This case study examined early care and education collaborations in a rural county in a Midwest state. Major research questions focused on the strategies programs used to maximize existing resources as well as the strategies they used to meet the needs of young children with disabilities. Using an instrumental case study design, interviews and relevant documents yielded data that was analyzed using the constant comparative method. Study results indicate that programs maximize resources by: (a) screening and enrolling collaboratively, (b) using existing programs and available space to expand options, and (c) acknowledging program constraints and working creatively within them. Programs serve young children with disabilities through: (a) self-contained early childhood special education classrooms, and (b) dual enrollment in an early education program. Results also highlight perspectives about collaboration and inclusion held by early care and education stakeholders at the state level. A discussion of study results considers placement options for children with disabilities, implications for change at multiple system levels, and factors that facilitate successful collaboration. Directions for future research are discussed. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]