Effective collaboration among professionals is a critical aspect of supporting students with autism in school settings. Typically, this involves a range of practitioners, including special education teachers, speech-language pathologists, and behavior analysts. This chapter evaluated whether professional preparation and ethical standards set by these professionals’ governing organizations—Council for Exceptional Children (CEC), American Speech-Language-Hearing Association (ASHA), and the Behavior Analyst Certification Board (BACB)—address collaborative practices. This chapter reviewed and analyzed the standards from these organizations, focusing on the extent and nature of content related to collaboration. Results revealed that less than 11% of standards across the three organizations addressed collaboration. Additionally, key themes were identified and analyzed within these collaboration-related standards to better understand the core elements of collaboration emphasized. Findings highlight a need for more comprehensive standards across organizations. Ensuring that these standards are adequately addressed in the training and preparation of these professionals could improve collaborative efforts and enhance outcomes for students with autism in schools. As such, the call-outs are highlighted for professional preparation programs, professional development training, and school settings to increase professionals’ knowledge and skills on collaborative practices.