As collaborative instruction for students with disabilities becomes a prominent practice, teacher educators must examine prospective educators' views on these practices. Researchers analyzed reflective journal entries of 41 masters-level teacher certification students in a class on collaboration. Several themes emerged through content analysis including self-evaluation of skills and general communication skills of teams. Results indicate issues in collaboration and areas of concern among preservice and certification students. Further, teacher educators may use the analysis process to provide a concentrated focus on areas of concern to students. As many programs require prospective teachers to journal about their teaching experiences, the categories used in the analysis may provide a basis for examining those journal entries in greater depth.