This action research study investigates the use of collaboration in a faith-based Islamic school between Muslim and non-Muslim teachers and how this collaboration influences teacher sense of belonging. Data was collected during eight months using the following methods: semi-formal interviews, focus group meetings, journaling, and photography. From the data, two significant obstacles to collaboration were found: a lack of time and power imbalances. Along with power imbalances, many inequalities between the Muslim and non-Muslim teachers were identified by participants. Participant excerpts point to a perception of issues around respect and support. This perception is due to specific practices such as separate staff rooms, unequal classroom spaces, and addressing Muslim teachers as a collective, rather than as individual educational professionals. Overall, these practices contribute to a general sense of inferiority for Muslim teachers. This sense of inferiority can negatively influence Islamic teachers’ belonging in the school; however, it was found that through collaboration and action research, all teacher participants felt a stronger sense of connection and belonging.