The importance of collaboration between families and special educators is a well-established one. Children, families, and schools all benefit when adults are able to communicate and collaborate around the needs of students with disabilities. Rather than merely reiterating the importance of said collaboration, in this article we look at how building relationships can be leveraged in three specific ways: to advocate with, for, and to families. For each unique situation, a research to practice lens provides readers with the literature that supports the needs for each approach and the strategies to implement them. Of particular focus is the ability to advocate to families for boundaries and communication structures that will reduce special education teacher burnout.