This article describes one school's year-long effort to provide equitable access to the core curriculum to a very culturally, linguistically, and academically diverse student body while increasing teachers' needs for responsive professional development by piloting a dramatic change in the special education service delivery system with the support of professors from a local university. First, the authors briefly examine the literature on collaboration, co-teaching, and differentiated instruction. Next, they describe what happened at Bienvenidos Elementary School with regard to collaboration, co-teaching, and differentiated instruction. The authors do this by organizing the outcomes according to the Six Principles of Whole Schooling that are the philosophical underpinnings of this journal; namely: (1) empowering citizens for democracy; (2) including all; (3) providing authentic, multi-level instruction; (4) building community; (5) supporting learning; and (6) partnering with parents and community. The authors close with a preview of the school team's goals and vision for the second year of its journey toward whole schooling. (Contains 1 figure.)