As schools and teachers strive to align instruction with state and national standards, teachers often struggle with developing students' abilities to think for themselves. As a result, students may find analyzing a piece of literature and writing proficiently about it to be a daunting task. For some students, particularly those with disabilities, writing is intimidating, challenging, and labor intensive. Thus teaching students how to write, especially when teachers have been taught only a few strategies themselves, can be a very difficult undertaking. Socratic seminars, defined as "exploratory intellectual conversations centered on a text," are a group-discussion model and are designed in such a way to resemble Socrates's instruction-through-questioning method. They are held in a student-centered environment to foster authentic engagement and to prompt ideas to occur. Simply stated, this method involves students' reading a selection and then generating questions and exploring their ideas and questions in an open discussion. The open-discussion method not only allows students to support their own opinions with details but also strengthens their ability to exhibit a personal voice in their writing and improves the depth of their papers. The procedures and justifications for the use of Socratic seminars as a means of developing critical thinking skills are well documented in middle and high school classrooms. However, its use is rarely documented in elementary inclusive classrooms. This article provides a model and guidelines for using the Socratic method to develop students' critical thinking and writing skills within elementary inclusive classrooms. (Contains 1 figure.)