The importance of multidisciplinary collaboration in meeting students' needs has been suggested in numerous reports and policy documents in many countries (e.g P.L 94- 142/1974/U.S.A; Law 2817/2000/Greece; DfEE, 1994/U.K). It is widely acceptable that no single discipline has such a perspective to cope with the varied needs of children with complex needs. Pupils with Profound and Multiple Learning Disabilities (PMLD) have been traditionally deemed ineducable and, as a result, excluded from the education system in most countries. Greek special schools have been recently accommodating pupils with PMLD. However, the majority of them are still 'educated' in large institutions or therapeutic units. The purpose of the present study is to develop an understanding of multidisciplinary collaboration and its effectiveness on pupils with PMLD. The study uses eco-systemic approaches to structure its design and grounded theory to guide the analysis. This study adopted a qualitative multiple case study design. The teams involved around 8 pupils and their parents were chosen from 4 schools as case units. Two students were selected from each school. Schools were selected in an attempt to represent the different educational settings of pupils with PMLD in Greece. Thus, data was collected from 1 primary school within an institution, 1 primary school attached to a therapeutic unit and 2 primary schools. Review and analysis of the legislation; semi-structured interviews with teachers, parents, health professionals, social workers and educational psychologists (EPs); participant observations and a field diary were used for the collection of data. In total, 8 teachers, 8 parents, 4 physiotherapists, 4 speech and language therapists (SLTs), 4 occupational therapists (O/Ts), 4 social workers and 2 EPs were interviewed. All interviews were tape-recorded, transcribed and later analysed using NVivo software. The analysis focused on the production of themes and categories from the data. The circularity of the findings, the use of different methods and the emphasis on participants' interpretation strengthen the trustworthiness of the study.Between the 4 special schools two models of multidisciplinary collaboration were revealed. In the first model health professionals, EPs and social workers work for the therapeutic unit or institution whereas teachers for the school. Either health professionals, EPs and social workers provide their services as visiting professionals or pupils can move around the therapeutic unit or institution for therapies. In the second model teachers and other professionals work for the school sharing the same working hours and salaries.The two models provide different opportunities for collaboration between teachers, parents and other professionals. People in the first model work for different networks (e.g. school, therapeutic unit), where as in the second model all people belong in the same network (school). The major finding of the study is that multidisciplinary collaboration is more effective in schools where professionals hired by the school and share the same working hours as teachers (second model). However, all 4 schools lack a well-organised framework of multidisciplinary collaboration. The process of collaboration is not formalised and parents are only partially participating in the work of the team. The study suggests the expansion of the second model of multidisciplinary collaboration with the inclusion of all pupils with PMLD in schools. In addition, the inclusion of health therapists, EPs and social workers in schools should be accompanied with changes in their role.