Collaboration among music educators is an essential practice in building professional relationships, furthering student achievement, and supporting professional learning (Anderson, 2013; Armstrong, 2010; Battersby, 2019; Harris, 2015; Kastner, 2014; Sinberg, 2016). Unfortunately, music educators are quite frequently left out of the collaborative processes in their building or district (Battersby & Verdi, 2015). This exclusion from regular and meaningful collaboration contributes to feelings of isolation and affects morale (Bautista et al., 2021; Davidson & Dwyer, 2014; Scheib, 2004; Sinberg, 2011; Sinberg, 2014; Sinberg & Lipscomb, 2005; Tye & O'Brien, 2002). The purpose of this study was to explore and better understand the perspectives of music educators in terms of their participation in the collaborative processes of their buildings and districts and allow them the opportunity to offer advice to administrators regarding ways in which they can better meet the needs of their music educators in terms of meaningful collaboration. Drawing upon the work of Waters (2009), semi-structured interviews were conducted with six elementary music teachers from districts of similar size in Northeast Kansas. Using a phenomenological lens, interview responses were coded using open and axial coding to find patterns and emergent themes for analysis (Marshall & Rossman, 2016). All but one teacher in this study participated in collaborative groups either at the building or district level, or both. Teachers who did participate in collaboration for the most part expressed satisfaction with their music specific Professional Learning Communities but felt that the time they had to meet was inadequate. They appreciated being able to work with teachers who understood their situations and could relate to them on both a personal and professional level. These teachers also valued the professional learning that came from their limited collaboration time. Teachers also offered valuable advice to administrators on ways they can better utilize and support their music educators in collaborative efforts. [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.]