Students with disabilities (SWDs) and English language learners (ELLs) often experience below average academic achievement (National Assessment of Educational Progress [NAEP], 2017). Federal mandates such as NCLB and IDEA have acknowledged that family involvement in education can be one of the critical factors to contribute students’ success and potentially narrow the achievement gap for SWDs and ELLs. In order to effectively collaborate with parents of SWDs and ELLs who are facing unique challenges, it is essential for teachers to examine and understand their own biases and beliefs when they collaborate with families of SWDs and ELLs (Olivos, Gallagher, & Aguilar, 2010). Therefore, this study aimed to evaluate the effectiveness of the direct interview interaction with families of SWDs and ELLs on the self-efficacy of special and general education teacher candidates in collaborating with those families for the educational benefits of SWDs and ELLs. Twenty special and general teacher candidates participated in the study. Participants took one special education course and one English language learner methods course separately, first interviewed families of SWDs and ELLs by using similar but differentiated interview question protocol developed by the two instructors. Then, the two courses came together to share each other’s interview projects. A self-efficacy survey created by the two instructors was administered at the beginning and the end of the semester. An analysis of the pre and post survey, conducted by the two course researchers and two students from each of the previously described courses, will show participants understanding of effective strategies on how to collaborate with families of SWDs and ELLs. Additionally, it will show participants understanding about how the interaction with some families of SWDs and ELLs via interviews have impacted future educators’ self-efficacy in collaborating with families.