Despite policies favoring delivery of interventions for children with communication disorders in the classroom, most school-based interventions are delivered outside the classroom. Both teachers and speech-language pathologists (SLPs) have been found to have positive attitudes toward classroom-delivered intervention and the collaboration skills required to implement it. The purpose of this study was to explore preservice teacher and SLP attitudes toward inclusive service delivery and perceptions of their collaboration skills. The study used convergent mixed-methods, two-group design with participants completing an assignment requiring interprofessional collaboration. Twenty-nine preservice teachers and SLPs consented to the preassignment survey, and 37 consented to the postassignment survey. Compared to preservice teachers, preservice SLPs more strongly agreed that interventions are best delivered in the classroom. After the collaborative assignment, participants more strongly agreed that SLPs should implement classroom-based interventions. The preservice SLPs more strongly agreed that they had skills to identify children's language needs in the classroom. Barriers to collaboration included differences in goals, role understanding, and level of preparation across the professions. The findings suggest that to foster more inclusive delivery, professional preparation programs require more focus on building skills in respectfully managing differences in what each professional brings to classroom-based language interventions.