Collaborative practice to provide effective programs for students with special needs and their families has increased with many positive results. But as this collaborative practice increases, so does the potential for conflict. Constructive conflict resolution occurs when disputants have knowledge and skills to produce positive outcomes, maintain and improve relationships, and prevent or resolve future conflicts. In this study, a multiple baseline design was used to examine the effects of an instructional package designed to help preservice special educators understand, analyze, and take steps toward resolving actual teacher-teacher conflicts. Results indicated that participants' ability to analyze conflict situations and to apply appropriate steps toward resolution increased, and positive changes were noted in opinions about and approaches to conflict.