The study described in this paper investigated a unique collaboration among a special education and two general educators that sought to prepare students for success in the general education mathematics curriculum and that consisted of coordinated, reform-based instructional design across classroom and pull-out services provided by the special educator including preteaching. During preteaching, the special educator delivered instruction on key mathematics and collaboration skills that special education students would need a few days before they would receive instruction on the same content in their general education classrooms. Their collaboration produced high levels of teacher satisfaction, substantive teacher change, and increases in student engagement, self-efficacy, and achievement.