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Parent-teacher collaborations have important benefits for students and may be especially beneficial for children with disability in inclusive settings. At the secondary level of schooling, collaborations can be more difficult to achieve because of developmental expectations for older students and more complex school structures. In this chapter, we discuss the importance of parent-teacher collaborations that are based on mutual trust, respect and understanding. Drawing on data from a recent study of parents and teachers in inclusive secondary schools, we focus on obstacles to successful partnerships. For parents, these obstacles include poor communication and lack of trust. Teachers often appear to view parents as needy and demanding, without acknowledging the potential value of their input. We conclude that parents and teachers seem to be differently invested in the development of collaborative relationships …