The purpose of this research was to determine whether teacher partnerships and instructional methods would be effective with students in both the general and special education populations in the same classroom. Case study was used to learn what student groups believed about the value of their inclusion classes and whether team teaching benefited them. The study was based on the theoretical and conceptual ideas of psychoanalytic and ecological theory, collaboration, inclusion, and social constructivism applied to education. The results indicated that team teaching can be effective in providing the least-restrictive environment for students with special needs without diminishing the learning of either them or regular education students. Implications for social change include understanding the impact on team teaching which can result in improved academic performance for regular and special education students.