When considering the number and variety of people a teacher needs to serve in the course of a semester, adding any additional variables to the mix can seem daunting. Welcoming students with moderate and severe special needs into the room can seem particularly overwhelming. It is almost impossible to envision a situation where regular and special education students, parents, administrators, and teachers can all enjoy a win-win experience in the artroom. In this article, the author describes a grant-funded cooperative art project between their pre-vocational program and one of her art classes. By integrating regular and special education students in an artroom setting, the grant effectively breached a wall between the disabled students and the rest of the school population.