Much of the current professional literature promotes the integration of general and special education and advocates collaboration among educators as the most effective way to improve educational programs for students with disabilities. Although there are varied definitions of, misperceptions about, benefits and barriers in collaboration, it is clear that collaboration can enhance understanding through widening the range of expertise, knowledge, and skill. As a defined part of special education as specified in federal legislation, physical education for students with disabilities must be made available. This study explored physical educators' and special educators' perspectives about collaboration for the purpose of gaining information to enhance understandings about prevailing practices, concerns, and issues in collaboration. Physical education teachers (n=100) and special education teachers (n=100) were randomly selected to complete a pre-tested survey questionnaire. Of the 200 sample participants, 82 special educators and 65 physical educators completed the questionnaire yielding a return rate of 73.5% (n=147). The survey contained eight questions inquiring about (a) student inclusion in physical education classes and the types of disabilities, (b) students not included in physical education and the types of disabilities, and (c) opportunities for motor development for students not included in physical education and the provider of those services. Other sections provided information about (a) the number of special education teachers at school sites and number of physical educators at school sites, (b) respondents' age, gender, highest degree, primary teaching responsibility, certifications, experience, grade level, and (c) students enrolled at the school site and number of students in single special education classes. Participants responded to twenty-five questions about collaboration using Likert-type scales. Using appropriate statistical tests, data were analyzed to reveal measures of central tendency, measures of variability, correlations. Examples of significant findings in the study were: (a) a higher percentage of female participants (n=94) indicated that they were "secure in their knowledge of disabilities and full inclusion in physical education" than their male counterparts (n=50), (b) physical educators rarely (33.3%, n=21) or never (31.7%, n=20) actively participated on IEP committees for students with disabilities, (c) 54.3%, or 44 of the special educators suggested that they (special educators) "recognize physical education as a worthwhile class" while 69.8% of the physical educators responded that they believed that special educators do not "recognize physical education as a worthwhile class. These findings illuminate perspectives about collaboration and prevailing practices, concerns, and issues and reveal areas in need of further inquiry.Keyword(s): advocacy, curriculum development, student issues