This brief paper describes the Circle of Collaboration approach at one elementary school in Utah that is focusing on development of an inclusive school for all students and implementation of a program (Balance Literacy) to enhance students' reading skills. Balance Literacy incorporates phonemic awareness, phonic instruction, fluency, vocabulary, and text comprehension instruction. The collaborative process is directed by the Diversity Team comprised of a school administrator, a teacher representative from each grade, school specialists, and the literacy curriculum facilitator. Team efforts have included organization of collaboration time for teachers, literacy block scheduling, and alignment of curriculum and assessment. A Literacy Curriculum Team has collaborated in efforts such as school-wide comprehensive professional development, paraprofessional training, and establishment of a model classroom. The Circle of Collaboration approach has led to greater grade level collaboration, specialist collaboration, and school teams collaboration. The paper concludes that the Circle of Collaboration approach has brought unity to the school, a unified curriculum, unified expectations, and unified effort. (DB)