This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly teacher reflections and benchmark assessment results. Findings indicate that collaborative relationships and trust affected teachers' perceptions of collaboration between general and special education teachers. Recommendations for further study include lengthening the duration of the study to allow teams time to build trust and determine if results are changed based on time to build trust.