In this pilot study, the authors asked teachers in a secure juvenile justice (JJ) facility to discuss how they plan instruction. This study aimed to build understanding about the instructional practices of teachers working with students in the JJ setting. The objective was to gain insight into how JJ educators think about instruction, planning, and accommodations for students with disabilities and English learners. The authors conducted pre- and post-interviews to understand educators' planning practices and track their instructional planning for 2 weeks on a "Teacher Planning Tracker" to see if they could identify changes in their planning after tracking. The major findings reflect two critical orientations of the JJ teacher participants. First, the overarching drive for all planning was safety first, academics second. Second, all teachers viewed planning and implementing responsive accommodations for all students with disabilities and English learners as a central part of their professional responsibility and embraced it within their scope of practice. Based on the authors' findings, implications for teachers and future researchers are included.