This study was based on the qualitative research method to deeply understand the collaborated experiences of elementary school teachers and social workers in practicing High-Risk Family Caring Counseling Treatment Program. With purposive sampling and snowball sampling, 5 elementary school teachers and 2 social workers in Taichung area had been chosen as interviewee. The found of research was developed through deep interviews and presented into "The collaborated experience of elementary school teachers and social workers in practicing High-Risk Family Caring Counseling Treatment Program". The collaborative experience includes two stages, 1. initial contact after report and 2. treatment process. In the stage of "initial contact after report", the initial contact with elementary school teachers and social workers, mostly leaving "contact difficult" and "difficult to have interaction" impression. In the stage of "treatment process", the elementary school teachers’ collaboration experience with social workers, divided into "professional division, mutual support", "stick to professional positions, working in parallel disjoint" and "cognitive services are different, varying the direction of the case", three parts. Finally, based on the above findings, the policy recommendations should construct elementary school teachers and social workers professional collaborative scaffolding to provide integrated services. In practical implementation, the researchers based on relevant literature, provide to elementary school teachers and social workers about professional division and collaboration recommendations.