The purpose of this study was to explore the shared knowledge and collaboration between special education and itinerant teachers working with students with sensory disabilities (i.e., teachers of students with visual impairments, teachers of the deaf/hard of hearing, and teachers of students who are deafblind). This study addressed the following research questions: What do special education and itinerant teachers need to know about sensory disabilities? How does this shared knowledge affect the collaboration of special education and itinerant teachers? The study was conducted using an anonymous online survey of special education and itinerant teachers serving students with sensory disabilities, including teachers of students with visual impairments (TSVIs), teachers of the deaf/hard of hearing (TODs), and teachers of students who are deafblind (TSDBs). The survey asked teachers to rate the importance of the essential knowledge from a combination of the Council for Exceptional Children (CEC) Specialty Set Initial Preparation Standards -- Blind and Visually Impaired and Deaf and Hard of Hearing and how their shared knowledge applies to collaboration. The study results show that the critical knowledge of these professionals overlap, and shared resources, specifically knowledge about sensory disabilities, are necessary for effective collaboration when working with these students. [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.]