Collaboration seems to be an almost inherent theme in most current trends and theories shaping early childhood special education reform; so much so, that we possibly reference these theories only in terms of their collaborative nature, without fully understanding them. Response to Intervention is currently getting a great deal of attention, not only due to its inclusive nature regarding other promising educational concepts (such as differentiated instruction), but because included in the RTI framework are implications regarding the current system of testing for special education eligibility and the categorization of students receiving special education services. This paper presents a review of where the field may be heading with future initiatives regarding early childhood special education and how it relates to implications for the early childhood special needs teacher. (author abstract)