Paraprofessionals are among the 650,000 people supervised by certified professionals who support students with disabilities as determined by a student's Individual Education Plan (IEP). While there is a growing body of literature that examines the role of paraprofessionals in the general classroom, there is little information about the role of the paraprofessional in the art classroom and the types of support offered. Fortunately, inclusive education is becoming more prominent in schools. With this increase in inclusion, new challenges are being posed to the art teacher. Currently, there are over 5.5 million students with identified disabilities in schools many of whom are attending art classes. A related challenge in the field of art education is that along with these students, often come paraprofessionals who are designated to act as supports for students with a variety of cognitive and physical disabilities. The authors use observational case study data from five middle and five high school art classrooms and interview data from ten art teachers and five paraprofessionals to describe the types of paraprofessional supports provided in these classes. This information, along with relevant literature, is used to examine the ways that art educators can best utilize paraprofessionals to most effectively support the participation of students with disabilities. The authors found several key components to the most effective support in the art classroom. These included: (1) respect and value for paraprofessionals and students; (2) providing access to materials, instruction, and peers; (3) improving communication; and (4) fading paraprofessional support. This article is organized around each of these themes.