|Abstract||Paraeducators provide important supports and services to students, particularly those who struggle academically and/or behaviorally. This study sought to determine the professional development needs of paraeducators in the participating school, how job-embedded and personalized supports could aid in the development of instructional skills, and the ways in which collaborative processes could enhance paraeducator agency and voice. Results indicated that professional development alone may not be sufficient when considering other issues observed during pullout forms of support. These factors included the absence of a remedial curriculum, minimal degrees of guidance and collaboration, and erratic scheduling. The study did allow for a comparison of paraeducator supports between in-class and pullout forms of assistance. Also revealed was the pivotal role of instructional leadership and supervision, particularly involving appropriate job assignments for paraeducators, a commitment to adhere to scheduling, and issues related to consistency when providing pullout support services to students.