The purpose of this study was to compare the perspectives between school psychologists and parents of children receiving special education services when it comes to the barriers and solutions to home-school collaboration. A qualitative design was used in an effort to gain in- depth perspectives between both groups. Two focus groups were conducted: one with school psychologists and one with parents. The researcher developed questions in advance and conducted the focus groups in a semi-structured interview format. Participants' responses were analyzed using Interpretative Phenomenological Analysis (IPA) to fully capture the experiences of each participant and to determine what or if there are any patterns and themes that emerge within or across groups. Patterns that emerged across groups that were barriers to successful collaboration include: lack of time, administration, resentment, lack of community support, difference in native language, lack of trust, and communication. On the other hand, the following patterns across groups demonstrated a commitment to fostering more effective collaboration by providing more communication, professional development, parent education, providing teachers more time, community involvement, opportunities to build trust, delegating responsibilities, prioritizing personal participation, advocating, becoming empowered and a self-starter, following through with recommendations, and being open-minded. [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.]