Literacy supports every aspect of daily life, from learning new academic knowledge to active citizenship to finding and maintaining employment, not to mention the satisfaction and pleasure that can be experienced through using literacy to participate in leisure and recreation. Recognizing the vital nature of literacy, Toews and Kurth (2019) call not only for increased effort in teaching literacy skills to all students but that instruction occurs in general education settings. The authors note that most of the research on literacy instruction for students with extensive support needs indicates they can acquire literacy skills, thus challenging the low expectations often held by educators and others in the field. This article maintains that this is especially true when the definition of literacy is broadened beyond conventional print-based literacy. The article maintains the importance of such findings because they establish a foundation upon which researchers and practitioners can build and improve instruction and teacher preparation. Research has also established that comprehensive literacy instruction--concurrent instruction in all the core components of reading--rather than teaching discrete skills in isolation, is most effective for students with extensive support needs. Toews and Kurth (2019) insist that the instructional setting does matter, and the authors argue that benefits of literacy instruction provided in inclusive settings cannot be ignored. The authors of this article welcome Toews and Kurth's (2019) call to the field for renewed efforts to reimagine how and where literacy learning opportunities are offered to students with extensive support needs.