One of the key challenges for educators is how to ensure inclusion of all learners in diverse classrooms. One effective way of providing an inclusive environment is by using Cooperative learning. When teachers use Cooperative learning a democracy stance (Vinterek 2010) emerges (Ferguson-Patrick 2014). Such classrooms use inclusive pedagogies that increase participation and decrease exclusion (Florian and Black-Hawkins 2011). This paper will present an analysis of findings from two case studies of schools using Cooperative learning to review the factors that demonstrate this democracy stance in action and show how they create caring communities and a sense of enjoyment through working cooperatively.