Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of support operates within an inclusive setting at NES. Although the complexity of this task cannot be overstated, they find it helpful to focus their discussion on three critical features that affect the daily work of teachers, administrators, and staff within an inclusive school: (a) partnerships for preparing the next generation of teachers, (b) building school capacity, and (c) focusing the role of the building principal on effective instruction and student outcomes.