The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief is based on a comprehensive paper that takes a cross disciplinary approach to examining expectations for students with disabilities (Quenemoen & Thurlow, 2019). This brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned. Suggestions are provided for policymakers, states, and technical assistance (TA) providers on how to work with districts, schools, and educators to revisit expectations for students with disabilities.