Support staff are heavily involved in the implementation of inclusive education, and cooperation with teachers is a significant part of this. This review examines the learning and support assistants' (LSAs) perception of cooperating with teachers in inclusive education in order to identify facilitating factors and barriers to such cooperation. Additionally, this review examines the effect this cooperation has on all stakeholders. A systematic literature review was conducted that identified 38 relevant studies. We found that positive communication practices, clear task roles and responsibilities, and positive interpersonal relationships promote cooperation, while frustration and tension result from roles that are not clearly defined, a lack of organisational support, negative environments, and ineffective communication strategies. Positive outcomes of effective cooperation include less stress and a supportive professional experience that promotes competence and well-being among professional as well as the inclusion of students. The findings highlight the need to create an effective process for cooperation to foster a good working environment and to promote inclusive school development, with school leaders having a major role to play in implementing such a process. There is still a need for further examination of the effects of cooperation on students and investigation into which processes/mediators promote successful cooperation.