There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science learning for students with complex support needs (CSN) could support the learning of a focal student with autism spectrum disorder (ASD) and his general education and special education teachers. We framed the study using critical inclusion and expansive learning frameworks to explore how a new expansive learning space, science-as-practice, was created and supported the learning of both the focal learner and his teachers. Findings suggest that the flexible learning contexts, across and within both his general education and special education classrooms, supported the focal learner in engaging meaningfully in science learning. Furthermore, evidence of his learning helped expand his teachers' views of science learning for students with complex support needs.?[This is the online first version of an article published in "Remedial and Special Education."]