This qualitative descriptive study aimed to explore how pre-service elementary teachers in a college program describe their academic and emotional experiences that influence collaboration in an inclusive classroom setting in a Northeastern Region of the United States. Collaborative practices to support students in inclusive setting have become an important part of education recently. Two research questions were developed using Albert Bandura's Social Cognitive Theory, with an emphasis on self-efficacy. Ten pre-service teachers participated in semi-structured interviews, and three pre-service teachers participated in a focus group. This study revealed that in order for pre-service teachers to be successful in collaborating in an inclusive setting, they need support from their college courses and mentoring teachers. Three themes emerged from the semi-structured interviews related to RQ1 describing the influence of their academic experiences on collaboration in an inclusive classroom: The importance of: 1) grasping the interconnectedness of collaboration and inclusion. 2) fieldwork exposure to pre-service teacher learning. 3) self-reflection. Five themes emerged from the semi-structured interviews related to RQ2 to describe the influence of their emotional experiences on collaboration in an inclusive classroom setting:1) Collaboration flourishes in a welcoming and transparent environment for everyone involved. 2) The influence of mentorship on preservice teacher's emotional growth. 3) The power of professionalism on emotional intelligence in inclusive education collaboration. 4) trusting others to create emotionally positive collaboration. 5) The importance of building confidence for pre-service teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]