Collaboration is an expected responsibility of special education teachers in the United States because they coordinate their efforts with others, including paraprofessionals, service providers, administrators, and families (Pfeiffer et al., 2019). Collaboration is also an integral facet of student success. High-quality collaboration improves instructional quality, which appears to result in higher student achievement across developmental domains (Da Fonte & Barton-Arwood, 2017; Stehle Wallace et al., 2022); in particular, gains have been noted in math and reading (Goddard et al., 2015; Rondfeldt et al., 2015). For students with significant disabilities, the quality of their education is heavily impacted by the quality of instruction by the paraprofessional (Brock et al., 2021). In this article, the authors offer guidance on how to develop and sustain positive working relationships, focusing on the relationship between teachers and paraprofessionals because these educators spend much of the school day working side-by-side. Specifically, they discuss known barriers and share initial strategies and resources for determining how the teacher and paraprofessional will collaborate, communicate, and resolve conflict.