Researchers have often focused on weaknesses in the instruction offered to Black and Latinx students with dis/abilities, and not on what it looks like when teachers seem to get it right. The purpose of this case study was to understand the instruction and co-teaching partnership in one inclusive, urban high school classroom where the teachers sought to deliver responsive, empowering instruction. Working together, the teachers supported students' academic success, demonstrated cultural competence, and infused sociopolitical consciousness into lessons while being responsive to students' dis/abilities. They balanced teaching practices known to be culturally sustaining with those that were responsive to students' dis/abilities. The findings have implications for how we prepare and support teachers of Black and Latinx students with dis/abilities.