This article will showcase the power of collaborative relationships to transform pre-service learning and in-service practice in the area of inclusion. A middle school principal and college professor in Special Education partnered to address the need for support of inclusion students in schools and pre-service education in EPP's. The collaboration at the middle school level focused on increasing inclusiveness of the faculty by building knowledge. A professional development framework designed to increase inclusiveness by increasing the faculty's special education knowledge was implemented. Additionally, the education preparation programs of study were revised to integrate topics into relevant courses. Through this collaboration, a special education program of study became relevant to today's educational climate and a middle school faculty gained knowledge to increase the inclusiveness of their school. This experience was piloted in both educational institutions and is being refined for delivery in other public schools.