The purpose of this research is to share strategies and techniques used by highly qualified educators and experts in the field of education and instruction. Differentiated instruction is one of the most common terms used in education. It is also the key to teaching students with multiple or a wide range of disabilities. Quality classroom instruction impacts student achievement; however, when working with students with disabilities it is often a specific type of quality instruction that makes the difference, and that method most likely does not work for another student with the same disability in the same class. The inclusion classroom with collaborating teachers is a common learning environment in most educational institutions. The inclusion classroom is where students with a wide range of abilities are all taught the same materials in classes together (Idol, 2006). The students can range from high academic abilities to students with multiple disabilities. Collaborative teaching programs can be implemented in a variety of forms. Consulting teacher model is an indirect form where the special education teacher would serve as a consultant for the general education teacher. Cooperative teaching model is where the special education and general education teacher work together, co-teaching in the same classroom. The last is the supportive resource program where students would regularly attend a resource program while receiving the majority of their education elsewhere (Idol, 2006). This wide range of abilities in one room can create a unique set of challenges for the collaborating teachers. One of the challenges that receive the most attention has to do with the interactions between the collaborating teachers. (Contains 12 figures.)