This study is centered on the concepts of collaborative teaching and how it is utilized by both General Education and Special Education teachers in handling children with special needs during the time of emergency remote teaching. Collaborative Teaching is an approach that consists of both General and Special Education teachers working hand in hand to effectively teach children with special needs. This study aims to identify the challenges and opportunities experienced by both General Education and Special Education teachers in using the collaborative teaching approach in teaching and handling children with special needs during the period of emergency remote teaching. The output and significance of this study are to prepare and provide teachers with teaching strategies that surround the concept of utilizing collaborative teaching to accommodate, support, and teach children with special needs should the need to return to the state of emergency remote teaching occur in the future. This study utilizes a phenomenological research design since the goal of this research is to examine the phenomenon of the General Education and Special Education teachers' experience with using collaborative teaching in handling children with special needs during emergency remote teaching. The results of this study include emerging challenges in collaborative teaching that are both General and Special Education teachers experienced, including the following barriers: unstable internet connection, lack of confidence and cooperation, inadequate support, limited time constraints, and conflicts in schedule. On the other hand, the opportunities that they experienced include the following: enhanced communication, enhanced sharing of 96 teaching strategies, training, and provision of various techniques that can aid and improve the approach for collaborative teaching.