How do children with delays or disabilities fare in developmentally appropriate classrooms? Most early childhood special education professionals believe that developmentally appropriate practices are necessary but not sufficient to appropriately address the needs of young children with delays or disabilities (Division of Early Childhood, 2014; Garguilo & Kilgo, 2020; Kilgo, 2006). More specifically, children with delays or disabilities often need additional support to successfully participate in classroom routines and activities with help from related service personnel such as speech-language pathologists, occupational therapists, physical therapists, and early childhood special education teachers. What follows is a description of the roles of related service personnel in implementing developmentally appropriate practices in a preschool classroom using a case study describing a child with Down syndrome named Benjamin. (author abstract)