This article shows how one school in the Northeastern United States used professional development school-university relationships to create inclusive education practices to better support students with disability labels transitioning out of self-contained classrooms and into inclusive classrooms. Through this article, I address a dearth of PDS research on inclusive education by infusing a disability studies in education (DSE) lens into the small body of inclusive education PDS literature that exists. Specifically, I attempt to highlight the foundational actions a PDS steering committee took to systematically and proactively support students with disability labels inclusively.