Over the past ten years, the landscape of inclusive education in British Columbia (BC), Canada, has shifted in complex and often contradictory ways. Changes include: revisions to the Ministry's Special Education Manual (BC Ministry of Education, 2016b); the ongoing development of a re-designed curriculum (BC Ministry of Education, 2015); the privatization of special education services (e.g. BCTF, 2017); the promotion of inclusive education delivery models such as Response to Intervention (e.g. Cavendish, Menda, Espinosa, & Mahotiere, 2016); the development of a new Individualized Education Plan template (BC Ministry of Education, 2016a); and a review of the provincial education funding model (BC Ministry of Education, 2018). Layered over these changes are ongoing challenges in restoring Collective Agreement provisions related to class size and composition and acute shortages of both teachers and educational assistants (CBC News, 2018). This paper presents teacher perspectives that invite us into a conversation about how to advocate for teaching and learning conditions that support all students with diverse learning needs