This paper explores teachers’ dialogic stance in Interactive Groups (IG), a dialogic learning environment employed by more than 100 schools across Spain. In IG students work in small heterogeneous groups with the support of community members. INCLUD-ED (2006-2011), the largest research on schooling in the Framework Program of the EU, has identified IG as one of the most successful classroom environments for raising academic achievement and fostering social cohesion. I conducted a case study of a second-third grade classroom in a school located in Albacete (Spain), in one of the most marginalized Romani neighborhoods in Southern Europe. Differently to other conceptions, the dialogic stance of teachers in IGs is global, as they do not only encourage dialogue among students to solve curricular tasks but they also engage in dialogic interactions with the Romani community members involved in the classroom. Concretely, the teachers engage in egalitarian dialogue (Flecha, 2000) with the Romani volunteers, taking into account the volunteers’ voices regardless academic level; teachers also capitalize on the cultural intelligence of the Romani community members for enhancing students’ learning of the “official knowledge” (Apple, 2000), and thus transform the traditional power relations between teachers and minority community members.