Productive parent-teacher partnerships are critical to positive student outcomes. This is especially so for students with disability in inclusive settings. Relationships between teachers and parents of students with disability, however, are often fraught, and improved parent engagement is thought to be one solution. Semi-structured interviews with 20 parents and 16 educators in four Australian schools discovered that teachers were less engaged in parent-teacher partnerships than parents. Teachers valued the partnership less, were less sensitive to other perspectives, and were less invested in the relationship. It was concluded that investment in teacher engagement is critical to more effective parent-teacher partnerships.