The purpose of this study was to determine whether key elements of high school service learning programs (HSSLPs) cited in the literature were viewed as important by stakeholders in HSSLPs that included students with and without disabilities. Focus groups were conducted with five inclusive HSSLPs selected through purposeful sampling procedures. Participants confirmed the importance of the elements cited in the literature, broadened their descriptions, and advocated increased flexibility and informality in addressing those elements in inclusive programs. Implications for practice suggest the need to link service learning to the academic and life skills curriculum, eliminate barriers to including students with disabilities, increase the inclusion of students with severe disabilities, embrace an inclusive philosophy, and engage in continuous program evaluation.