This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extension professionals' experiences working with individuals with disabilities and their perceived skills in promoting and delivering inclusive educational programming for this audience. Study results indicate that overall Extension educators viewed inclusive programming for individuals with disabilities as favorable but also reported a number of barriers to successfully implement inclusive programs. Educators' most pressing needs included: professional development in the area of disability, inclusive educational strategies and support funds for necessary accommodations. Implications for promoting and delivering inclusive educational programming for communities are addressed.