With the current tide of anti-immigrant and anti-refugee sentiment, it is vital that educators and counselors incorporate strategies to meet the social and emotional needs of English-language learners. This case study investigated the impact of teacher practice and collaboration with counselors around culturally and linguistically responsive instruction for newcomer ELLs in a small urban high school over one academic year. Participants in the study included 9 teachers, counselors, and administrators interviewed individually by the researcher and 12 students who participated in focus groups. The researcher also conducted observations and took field notes throughout the year during both planning meetings and classroom instruction. Finally, the researcher analyzed documents including data from school climate surveys and audits. Using thematic analysis, the researcher first engaged in three rounds of coding in order to identify and refine potential key patterns across the data. Analytic memos were utilized as a way to begin the process of analysis. Later, the researcher triangulated between the different forms of data to corroborate themes and patterns. Findings suggest that school partnerships, distributed leadership, and collaboration can help generate a welcoming climate that addresses student needs both inside and outside the classroom.