This article examines how collaborative efforts among educators can enhance the inclusion of diverse learners. Focusing on six students—three with severe disabilities and three academically at risk—the study evaluates the impact of individualized Unified Plans of Support (UPS). These plans, developed and refined through monthly meetings with general and special education teachers, parents, and instructional assistants, provided tailored academic and social support for each student. Results revealed that consistent implementation of a UPS significantly improved students’ academic performance, classroom engagement, and peer interactions. The study emphasizes the importance of collaborative teamwork in creating inclusive classrooms where students, regardless of ability, can thrive. It also underscores the shared responsibility among educators to support all learners, fostering an environment that promotes both academic and social development. The authors advocate for resource reallocation and role flexibility as essential components to sustain effective collaboration, making it a practical and scalable approach for schools. This study provides a compelling argument for schools to adopt more integrated and cooperative strategies to meet the diverse needs of their student populations.