To accomplish the ultimate social integration of students with disabilities in integrated school and community environments, the active collaboration between general and special education teachers who were most directly involved in designing and implementing or monitoring the daily educational programs should be addressed in one cohesive and comprehensive system. According to this view, organizational shifts in traditional service provision models should be accompanied in order for such collaborative educational programs to be implemented. Based on the results of literature review related to the development and implementation of effective collaborative relationships, this study clarified the primary functions of collaborative educational teachers, discussed the important interpersonal collaboration skills required for engaging in their role release, and presented the organizational strategies for organizing their time in dynamic change processes. Specifically, the following was discussed: (1) the dual functions as service provider and collaborator of collaborative educational teachers in the two educational disciplines; (2) the use of block scheduling to allocate time to work together and strategies to collaborate effectively during the block scheduled time; and (3) training methods for developing specific collaboration skills required for effective interpersonal interactions and collaboration (i.e., exchanging information and skills, solving problems, making decisions by consensus, resolving conflicts).