When an elementary school learns that its upcoming 4th grade class will include 10 students with special needs, six of whom have significant disabilities, it decides to include these students in a large team-taught classroom. There, everyone belongs--students with disabilities, English language learners, gifted math students, and avid and struggling readers alike. Students work individually, in small teams, and as part of a whole class, learning to make good choices for their own academic and social needs and working together to foster a positive environment for everyone. Several practices--such as morning meeting, extension presentations, and community and individualized learning--help ensure an inclusive and intellectually challenging environment. Although there are challenges involved when teachers are not entirely autonomous, the authors suggest that the benefits far outweigh them. "In the hands of two teachers who want to teach together, are committed to the model, and have similar teaching philosophies," the authors write, "this structure enables them to create an excellent, joyful classroom community in which adults can teach and students can learn at their best."