Purpose: This survey study examined factors that may influence interprofessional collaboration in schools to support children with oral and written language impairments, namely knowledge, collaborative beliefs and practices, and resources.Methods: A survey was conducted across 319 school-based professionals, in a partnering public school district, to examine these constructs within the context of each individual participant’s professional role. Results: Between group comparisons were made between special educators, general educators, paraprofessionals, and indirect educators (i.e., those whose roles do not explicitly include language-based instruction). Special educators had significantly higher levels of training and knowledge about language disorders compared to other groups. Those who engaged in the most independent learning (i.e., learning outside of pre- or in-service trainings) exhibited the highest levels of knowledge. Collaborative attitudes among professionals were best predicted by access to resources and overall professional training. More positive collaborative attitudes, in turn, predicted higher rates of collaborative behaviors. Resources were predicted by a small, negative relationship with years of experience and by working in specific school buildings within the district. Those with less experience in specific buildings reported more resources.Conclusions: Individuals with higher levels of individual learning and positive attitudes toward collaboration may enhance the interprofessional collaborative practices of teams supporting children with language disorders.