In a recent study, Bettini, Gilmour, et al. (2020) used the theory of conservation of resources to explain how educators balance access to resources and the demands of their job. In teaching, these resources manifest in the form of administrative support; colleague support; access to materials, such as curricular resources; and increased teaching experience. They found teachers with access to supportive resources intend to stay at their schools, as these resources balanced out the stressors of teaching special education (Bettini, Gilmour, et al., 2020). This article begins by detailing the importance of securing appropriate curricular resources to support the instructional needs of students with disabilities. Suggestions for free curricular resources and materials that support implementation of evidence-based practices are provided first, in an effort to supplement missing curriculum, interventions, and supports without additional expense. Then, the authors provide guidance on using appropriate resources and collaborating with colleagues to find other curricular resources and materials to facilitate implementation of evidence-based practices that are not free. An outline is provided for how to engage in a conversation with an administrator to ask for needed curricular resources and materials. Often, that conversation can be uncomfortable, so having a structured set of steps can increase confidence and preparation that will lead to successful self-advocacy.