The purpose of this paper is to provide a roadmap of one way to use professional development school (PDS)-university relationships to create the foundations of sustainable inclusive education practices. This paper outlines PDS practices enacted the first year of a project that took place at a public elementary school that serves students in grades four to six. During the first year of the project, there were a total of 23 members of the PDS special education (SPED) sub-committee. The SPED sub-committee made conscious decisions to increase the number of students with disability labels in inclusive classrooms. Critical actions of the SPED sub-committee included: infusing a Disability Studies in Education (DSE) approach in professional development activities, and collaborating with administration to create structures that encourage students with disability labels moving from self-contained classrooms and into inclusive classrooms.