Given recent increased attention to teacher evaluation, it is imperative to understand the expertise teachers need to educate students with severe disabilities. In this grounded theory study, the authors interviewed nine special education faculty who specialize in severe disabilities about the job-related skills and qualities exhibited by expert teachers of students with severe disabilities. The results indicate that in addition to systematic and student-centered instruction, expert teachers of students with severe disabilities are guided by a set of non-negotiable principles regarding inclusion and the dignity and value of students with severe disabilities. Implications for teacher preparation and evaluation are discussed.