Background <p>Collaboration between education and care professionals is critical for supporting students with special educational needs (SEN). However, systemic barriers—such as separate funding and administrative systems—can hinder implementation<i>.</i> This is particularly concerning for students who are at risk of being placed out of education. In the Netherlands, the Specialist Youth Care in Special Education (SYSE) initiative was introduced in 2018–2019 to help address these barriers<i>,</i> by integrating youth care services in schools<i>.</i></p> Objective <p>This case study examined the differences between an integrated Education-Care Arrangement (ECA) funded by SYSE and a counterfactual scenario without SYSE. We qualitatively examined whether the integrated arrangement could lead to improved SEN service provision; and to improved student outcomes, including school retention.</p> Methods <p>Semi-structured interviews were conducted with professionals working across four SYSE-funded special classrooms in Amsterdam. Participants (n = 7) described both the current arrangement and a scenario without SYSE. Transcripts were coded and differences in code prevalence were analyzed to identify key themes in service provision and student outcomes.</p> Results <p>Ten themes emerged. Eight reflected key differences in SEN service provision: Timelier Intake, More Plan Collaboration, More Types of Services, More Youth Care Specialist Services, More Interprofessional Collaboration, Individualization, Progress, and Use of Behavioral Strategies. Two themes concerned student outcomes: Higher Outflow Profile and School versus Non-School Placement.</p> Conclusions <p>Integrating youth care within schools through initiatives such as SYSE may improve SEN service provision, including timelier care delivery and increased interprofessional collaboration and lead to better student outcomes, including maintaining school placement.</p>