This study examined the relationships among school specialists, specifically, special education teachers, Child Study Team members (school psychologists and school social workers), and school counselors, who provide support to students with specific learning needs and their families. By examining the relationship and level of collaboration among these professionals, this research provides further insight into the way schools are addressing the needs of a diverse student body. It was found that relationship barriers may be negatively impacting the work of these school specialists and ultimately affecting the students. Explored relationship barriers included time restrictions, scheduling conflicts, and role ambiguity. Recommendations for collaboration are discussed to support the development of these relationships.