This research to practice article summarizes the findings from a case study focused on examining how children with disabilities were included in eight Head Start classrooms in one Midwestern Head Start program. Lessons learned from this study provide important implications for practice. Specifically: (1) Teachers must be provided with support to recognize and address the individual needs of children with disabilities in their classroom; (2) Teachers need to intentionally facilitate peer interactions between children with and without disabilities; (3) Key stakeholders involved in serving children with disabilities should prioritize developing effective partnership; (4) Efforts are necessary to reduce the negative impacts of external factors, such as the uneven distribution of children with disabilities across classrooms, influencing the quality of inclusive classroom environments. (author abstract)