This study investigated the relationship between parent-teacher collaboration and student behavioral outcomes in an elementary school in Eastern Samar, Philippines. A descriptive-correlational research design was employed, involving 160 participants (60 teachers and 100 parents) from Dolores Central Elementary School, Dolores 1 District. Standardized instruments measured three aspects of parent-teacher collaboration (communication frequency, parental involvement, collaborative decision-making) and three domains of student behavioral outcomes (social behaviors, emotional regulation, classroom conduct). Data were analyzed using descriptive statistics and Pearson's correlation. Both teachers and parents reported very high levels of collaboration across all three dimensions. Student behavioral outcomes were also rated high to very high. Strong and statistically significant correlations were found between parent-teacher collaboration variables and student behavioral outcomes, especially for parental involvement (r = 0.76 to 0.79) and collaborative decision-making (r = 0.75 to 0.83). Communication frequency had weaker but still significant correlations. Parent-teacher collaboration, especially in shared decision-making and involvement practices, significantly supports students' behavioral development. Schools should institutionalize inclusive engagement strategies to further enhance behavioral outcomes.