In-school teams (ISTs) are used in many Ontario schools to support students with any social, emotional, and/or academic needs. The ISTs bring together professionals—teachers, the principal, and other professionals like a psychologist, social worker, and a speech and language pathologist—to discuss how to best help a student experiencing difficulties. They have the potential to help students, but they just as readily can act as an oppressive structure, if the IST is not implemented with appropriate care. The author draws work from her doctoral dissertation which did a case-study analysis of the effectiveness of ISTs in five schools in one of Ontario’s largest school districts, and she then goes on to discuss how she wishes to build on this work. Specifically, while practicing holistic, inclusive, and equitable ways to be antidiscriminatory entities within schools, ISTs need to take into account their power to determine student outcomes. What this means is that the people on the teams that support students must be intentional in how they work with students, taking into consideration their strengths, assets, needs, and interests, which are often framed by their identities, that may or may not include culture, race, religion, socioeconomic status, sexual orientation, gender, etc. To do this, the team members on ISTs play a crucial role in the choices they make to care for students. A goal of this work is to discuss and explore how ISTs can be more antidiscriminatory. This chapter begins the conversation of how ISTs might utilize culturally responsive pedagogy (CRP) so that ISTs are agents of antidiscrimination within schools. With this comes the importance of inclusive education and equitable leadership to ensure that ISTs help, rather than hinder, student success.