The role of Resource Teachers: Learning and Behaviour (RTLB), established under the policy initiatives outlined in Special Education 2000 [Ministry of Education 1996. "Special Education 2000." Wellington: Learning Media], is to assist schools and teachers in developing and maintaining inclusive classrooms and schools through a collaborative problem-solving model of service delivery. This paper reports on research describing the responses of 14 teachers to their experiences of working with the RTLB through a collaborative problem-solving process to assist their students with special needs. The research was part of a larger study which examined in detail the practice of six experienced RTLB and the viability of the collaborative problem-solving model in New Zealand. The results of this part of the study indicated a high level of teacher acceptance of, and satisfaction with, the collaborative support and guidance provided by the RTLB to assist them in developing inclusionary practices. This paper outlines the factors, identified by the teachers, which facilitated the adaptations and interventions required of them to support the successful inclusion of students identified as having special needs.