Background/Context: This qualitative study investigates teachers' perspectives on providing inclusive services for students with complex support needs. Using a Disability Studies in Education (DSE) framework, the research focuses on understanding the challenges and strategies associated with promoting inclusive education, with attention to issues of social justice and equity. The study draws on the experiences of 11 teachers enrolled in a master's program, exploring the relationship between teacher agency and its potential to foster inclusive educational environments for students with complex support needs. Purpose/Objective/Research Question/Focus of Study: The primary focus of the study is to explore teachers' beliefs and practices related to inclusive education for students with complex support needs. The research seeks to answer the following questions: How do teachers navigate the cultural and systemic challenges in schools while promoting inclusive education? What strategies do they use, and how do their beliefs evolve within the context of promoting equity and social justice? Research Design: This study used narrative inquiry and thematic analysis to analyze data from focus group interviews with 11 teachers. A DSE lens guided the analysis, taking into account social justice and equity issues. Thematic analysis yielded two key themes: (1) beliefs and practices of school culture and (2) shifting perspectives within school systems. Conclusions/Recommendations: Findings revealed challenges related to ingrained beliefs hindering inclusive practices, emphasizing the need for teacher education programs to prepare teachers to navigate contextual factors within schools and districts and address underlying beliefs about disability while promoting an understanding of and actions toward social justice in education. Overall, complexities were revealed surrounding inclusive education and the importance of teachers' understanding of their beliefs and agency in promoting inclusive education for students with complex support needs. Implications for future practice and research included the need for systemic change, teacher education addressing ableism, and authentic partnerships between teacher preparation programs and schools.