Today a central concern of U.S. educational stakeholders is to ensure equitable access to the core curriculum for all children, including students eligible for special education, students for whom English is not a first language, and students with diverse cultural backgrounds. 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. The successes and challenges chronicled in this article serve as examples for other schools to study and personalize to active collaboration, co-teaching, and differentiated instruction as means to improve student and teacher performance.