Inclusion in general education and attention to belonging are the first steps toward greater achievement for all students. This must be followed by improving the core teaching and curriculum to enhance learning of all students through differentiation, and teaching to multiple modalities and learning preferences. For these changes to occur, teachers must release some of their traditional roles. General educators must understand that the curriculum is not theirs alone to dictate. Similarly, special educators must abandon the feeling that "these students won't make it without them." Both general and special education teachers must adopt new roles and participate in common professional development. These new roles require general and special educators to co-plan and co-teach the curriculum. In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an inclusive school for all students and establish an authentic sense of belonging.