This article tells the story of an instrumental music instructor, cooperating special education teacher, and a twenty-nine-member band. Although they could have chosen many paths, these two particular teachers adopted an inclusive attitude and found ways to integrate students with disabilities. The author then discusses what existing research has identified as five signs of a model program that successfully includes students with disabilities. They are: (1) positive teacher attitudes; (2) collaboration; (3) curriculum modifications; (4) accommodations; and (5) peer tutors. The author then continues to show how each member of the team in the story demonstrated the use of those principles, thus achieving successful integration of disabled students into the band program. Parents of the disabled students had many good things to say, and were pleased to have their children enjoying interaction with students on higher levels, and achieve social and musical benefits. Students in the program who were not disabled also saw benefits. One student stated that he did not see the value of inclusion when it began, but he concluded, "When you are forced to spend time with someone, you learn to understand the person." He was thankful for the opportunity in band to interact with persons with disabilities. Other students praised the disabled students for their focus and sense of responsibility. (Contains 1 figure and 8 notes.)