This paper presents the results of a two-year initiative to change the social arrangements and interactions of special education students and teachers assigned to a predominantly Mexican-American, low-income seventh grade campus of 520 students. The project investigated how to improve the learning environments of students at risk of being placed in special education and what is needed to create more inclusive learning environments for special education students. The Miller Secondary School Model of Inclusion includes adults as co-teachers in the classroom and minimizes the need to pull students out of the classroom. It includes four major components: collaborative teaming, professional development for general education teachers, self-advocacy program for students, and close monitoring of students. Results found: (1) new confidence and expertise was gained by general education teachers through the staff development and the on-site assistance provided by the special education teachers; (2) general education teachers found special education consultants contributed greatly to enhancing classroom instruction; (3) the referral rate for special education testing and placement decreased 46 percent in one year; and (4) a random sample of students over the past three years indicated 80 percent had no change in their grades or had improved their grades. (CR)