This paper investigates interprofessional cooperation in inclusive schooling settings, examining stakeholder experience and perceived collaboration, and how these perceptions relate to the organizational structures and work relationships underpinning effective cooperation. Using data from the large-scale study, “Expert mapping of special education and inclusive practices” (N = 10,387), we analyze how professionals in Norwegian schools, the Educational-Psychological Service, Child Welfare Service, and School Health Service engage in inclusion work. The study highlights tensions between political expectations and practical realities, showing that interprofessional cooperation is not a straightforward solution for inclusion. Instead, collaboration must account for the complexities of both educational and medical paradigms. Friction between professionals may be inevitable rather than exceptional, underscoring the need for a nuanced approach to cooperation in inclusive education.