False collaboration refers to situations where schools describe a process as collaborative, but families have little real influence over decisions. Meetings may be frequent and discussions lengthy, yet the key decisions about a child’s supports, placement, or accommodations are effectively predetermined or constrained by internal policies, staffing limits, or resource decisions. In these situations, families may be asked to attend repeated meetings, share concerns, and help “problem-solve,” but the outcome does not meaningfully change based on their input. The process can create the appearance of partnership while responsibility for unresolved issues is subtly shifted onto the family—framed as a need for more communication, more meetings, or more agreement. False collaboration can also consume significant time and emotional energy, especially when parents are trying to secure basic supports for their child. When meetings produce conversation but not action, the process may function more as delay than problem-solving. Genuine collaboration involves shared decision-making, transparency about constraints, and a clear path to implementing changes that improve the student’s access to education.