This paper will focus on the challenges of using, and most importantly, sustaining such approaches in schools. The findings indicate that a number of factors are particularly important. These are: Finding time - clearly time has to be found to enable staff to hold meetings and observe another's lessons. Given the potential impact of the strategy, this would seem like a sound investment. Creating opportunities - similarly, there is a need to make minor organizational changes in order to make it possible for these teacher development activities to occur. Facilitating trust - the successful use of this approach demands the creation of partnerships within which colleagues and students feel able to gain mutual benefit. Encouraging experimentation - the aim must be try out new teaching approaches in order to find more effective ways of reaching students who are being marginalized. It was found that the use of the process often challenges existing thinking and practice within a school. In this way new possibilities for responding to student diversity can sometimes emerge. For this to happen, however, the study shows that the staff involved need to feel that they have the support of their senior colleagues as they explore new possibilities.