This research study explored the perceptions of paraprofessionals regarding their ability to work successfully with students with disabilities, as well as explored paraprofessionals' feelings about collaborative working relationships with supervising teachers. Extant research showed that in a variety of special education programs, paraprofessionals were expected to assist classroom teachers in the application of various educational and related services (Walker, 2017). Paraprofessionals are active team members that provide assistance with instruction, classroom management, and other direct services to students under the supervision of a teacher (NEA, 2020). A common practice is to charge paraprofessionals with the task of being a primary support of students with disabilities in inclusive classrooms (Brock & Carter, 2015). Providing students with disabilities access to the general education curriculum is important because it allows students to develop academic or functional skills (Spooner, Dymond, Smith, & Kennedy, 2006). Research has also shown that paraprofessionals serve as critical team members in the classroom and often form intimate relationships that benefit students (Blalock, 1991; Burgess and Mayes, 2009). Developing effective professional relationships among school staff was noted as essential to providing students with high-quality educational experiences (Special Education in the Schools, 1997). Data collection methods included six paraprofessional interviews, five teacher questionnaires, and a document analysis. The results of this study indicated five specific areas central to building and maintaining relationships between paraprofessionals and supervising teachers and paraprofessionals feeling prepared when presented the task of working directly with students with disabilities. Together, these five areas composed the core category (i.e., central phenomenon) of the emerging substantive theory. These five areas identified were: (1) paraprofessionals need to feel valued, (2) changes to paraprofessional responsibilities, (3) paraprofessionals presented with student behaviors, (4) paraprofessionals acceptance to serve as a supportive role, and (5) paraprofessionals knew someone with a disability. Several of these areas are needs and all have properties (i.e., subcategories that further articulate and explain the category). Insight from this study led to recommendations for cohesion between the teacher and the paraprofessional, training developed around effective professional relationships among school staff, and providing teachers and paraprofessionals common time to meet. [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.]