Cooperative learning is a powerful tool for fostering inclusion, equity, and student engagement, yet many teachers struggle to implement it effectively due to time constraints, classroom management challenges, and uncertainty about its impact, among other factors. This chapter explores the potential of Minimal Cooperative Structures (MCS)—short, structured activities designed to make cooperative learning more accessible and practical while preserving its benefits. Drawing on insights from nine lower secondary school teachers trained in MCS, this study examines how these simple yet structured interactions help overcome common obstacles, such as teacher hesitation, student participation imbalances, and curriculum rigidity. Teachers report that MCS encourage active engagement, promote differentiation, and help balance teacher guidance with student autonomy. Their flexibility allows for smooth integration into existing lesson plans without adding excessive planning time. However, challenges remain, particularly in adapting MCS to different subjects, forming effective student groups, and maintaining long-term engagement. Yet, the findings suggest that when used consistently, MCS could contribute to more inclusive, dynamic, and collaborative classrooms. By sharing concrete examples and teacher testimonies, this chapter encourages educators and researchers to critically examine the role of this type of structured cooperation in fostering more inclusive and interactive learning environments.