Often, general education teachers receive minimal instruction in working with students with disabilities. While most undergraduate programs require general educators to take a basic course on the requirements relative to differentiation for an individual with exceptional needs, it was my experience that this course offered more information on characteristics of disabilities rather than knowledge, strategies, and interventions needed to help meet the individual student needs within an inclusive environment. This paper focuses on strategies that I implemented with the guidance from my graduate course instructor. I found these strategies and collaborative experiences to be successful during my first years as a general education math teacher at the secondary level. The purpose of this paper is to share my experience to support student success that centers on whole schooling - particularly secondary classrooms. Special education aspects examined include: co-teaching, secondary math strategies or interventions such as visual cues and mnemonics, Individual Education Programs, accountability among students, and successful self-advocacy.