With the increase of anti-diversity, equity, and inclusion educational policies and guidelines at local school boards and state-level agencies, campus administrators have seen an increase in complex situations as they concentrate their attention on supporting the educational needs of students from marginalized communities, including those with disabilities. This article utilized a case study focusing on challenges administrators face as they seek to support culturally responsive Individualized Education Plan (IEP) development for students with intersections of disability status, race/ethnicity, and other marginalized identities while also following revised local, state, and federal policies.