Most U.S. students with disabilities are served in general education classrooms, and this practice has resulted in the need for collaboration between general and special educators. Yet, educators feel unprepared to engage in teacher collaboration to support their students' needs. The goal of this study was to improve P-12 teacher collaboration and student outcomes by improving teacher preparation at the pre-service level. This study examined how the standards driving the curricula of initial teacher preparation programs describe the need for and process of teacher collaboration, specifically through the Council for the Accreditation of Educator Preparation (CAEP), Interstate Teacher Assessment and Support Consortium (InTASC), and Council for Exceptional Children (CEC) standards. Through basic and interpretive content analysis, this study explored (a) the degree to which teacher collaboration is addressed, (b) representation of teacher collaboration, and (c) embedded learning experiences related to teacher collaboration within the standards. Findings suggest that teacher education programs can support teacher collaboration within their candidates by designing and facilitating learning experiences that involve dialogue, decision-making, action, and evaluation. These learning experiences should be diverse and complex in nature and engage candidates in reflective practices. Further implications are discussed for program faculty, program leaders, and accrediting bodies so that each group can help future educators collaborate effectively with one another. [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.]