This study aimed to analyze how collaborative teaching can serve as an effective support for the school inclusion of students who are the target audience of Special Education at the Instituto Federal Baiano. To achieve this, an exploratory study with a qualitative approach was conducted, in which data were collected through semi-structured interviews with teachers from the Specialized Educational Assistance program at the Institute. The results highlight challenges in implementing collaborative teaching as outlined in the literature within the context of Professional, Scientific, and Technological Education. At the same time, they reveal emerging initiatives fostering collaboration between Special Education and general education in the campuses involved in the research. The final considerations emphasize significant progress in creating a more inclusive environment while also pointing to the need for adjustments in the conception and implementation of Collaborative Teaching within the Institute.