Federal special education law (Individuals With Disabilities Education Act) guarantees, but does not define, access to the general education curriculum for all students with disabilities. In-depth qualitative telephone interviews were conducted with special educators (n = 33) about their academic decision making for students with significant cognitive disabilities. Findings revealed a distinct path to decision making about academic access, including a context of aloneness, the influence of professionalism, and perceived barriers. As traditional ways of educating students with significant cognitive disabilities are challenged by new expectations, this research provides a glimpse of how teachers struggle to interpret policy and enact access. Understanding access as a conceptual path enables policy, research, and professional development aimed at increasing access to focus on specific points in the decision-making process.