The objective of this qualitative ethnographic collective case study was to explore five general education teachers' lived workplace experiences regarding the phenomenon of collaboration with assigned paraprofessionals in inclusive classrooms at a suburban, mid-Atlantic, public elementary school. Text data were gathered using prompts from existing Collaborative Leadership Self-Assessment Questionnaires, four weeks of participant observations, and an analysis of participants' lesson plans. Following a word-by-word cross-coding data analysis process, data themes and patterns emerged with regard to the participants' specific understanding and application of six collaborative leadership competencies that are (a) assessing the environment, (b) creating clarity, (c) building trust, (d) sharing power and influence, (e) developing people, and (f) self-reflection. The results of the study indicated the respondents tended to be reactive rather than proactive when assessing the environment and creating clarity as collaborative leaders. The respondents appeared to be unclear about paraprofessionals' roles and responsibilities as well as certain personal roles and responsibilities associated with each collaborative leadership competency, specifically developing people. The findings reveal the respondents believe they are most competent in building trust and self-reflection as collaborative leaders while they are least competent in developing people.