Students' learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help.