Assisting students with learning support needs requires a collaborative approach to educational planning and the development of a multi-dimensional profile of the student. However, developing such a profile can be difficult when information is gathered from multiple sources, culturally-relevant information is not included, and incongruent or incompatible language is used in different settings. Tools are required to facilitate information gathering and collaborative educational planning practice. This article will present findings from three qualitative research projects that explored teams' perceptions of using the New Zealand Child and Youth Profile (NZCYP) for educational planning and collaboration. Individual interviews and focus groups were conducted and then analysed to identify key themes. The results suggested that the NZCYP helped to facilitate educational planning and collaborative practice, and that it may be useful in facilitating transition. A lack of a cultural fit, along with the complexity of the NZCYP, however, impacted on some participants' perceptions of it.