This study, utilizing a phenomenological qualitative approach, delves into the dynamics between general and special education teachers in Davao Citys public schools, focusing on collaboration and conflict. Conducted through detailed interviews and group discussions with six educators, the research highlights essential elements for effective cooperation and resolving disputes, such as open communication, role clarity, and transparency. It also identifies obstacles like differing teaching methods and communication issues that impede seamless collaboration. Moreover, the investigation looks into the strategies teachers adopt to navigate these challenges, underscoring the critical role of support from school administration, ongoing professional development, and designated times for collaborative efforts. The findings suggest that creating a culture of mutual respect and shared duties is vital for improving educational results for students requiring special education. The study offers practical suggestions for teachers, school leaders, and policymakers to craft policies that encourage an inclusive and supportive learning atmosphere.