This study examines the experiences of recently graduated students with and without disabilities in a seven-month inclusive rehearsal and performance process of a musical theatre production in an urban performing arts high school. This qualitative, participatory/practitioner action research (PAR) based investigation provides insight into the field of inclusive musical theatre rehearsal and performance curriculum through: 1.) alumni-participants' responses and reflections on the teacher-director-researcher designed inclusive musical theatre curriculum; 2.) their perceived effectiveness of inclusive rehearsal and performance process tools, assessments, and process modifications; 3.) their discoveries and challenges in the creative and collaborative process; and 4.) the impacts of the production and the process on them overall. Two alumni-participant groups (an interview group and a survey group), with and without disability classification, identified process modifications that were effective for them based on their own self-identified learning challenges and preferences, identifying extended rehearsal time, use of a number line, musical theatre specific smartphone apps, actors' process journals, typed director's notes, and several others as being effective for their learning needs. A 29-week inclusive musical theatre curriculum design, meeting the New York State Standards in the Arts for Theatre, is provided with assessments, tools, rubrics, and teacher-director-researcher reflection and rationale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]