As students with moderate and severe intellectual disabilities transition from inclusive elementary and middle schools to high schools, they deserve similar opportunities for inclusive educational experiences at this next level--namely to participate in general education classes and other activities (e.g., co-curricular) with their classmates without disabilities. Yet at the high school level it is more common for students with moderate and severe intellectual disabilities to be placed in special education classes, often for the first time in their educational careers. In the authors' work with high school teachers, some express their own lack of preparation for and understanding of inclusive education as a barrier to inclusive placements; others have concerns about the cognitive discrepancy between students with moderate and severe intellectual disabilities and students without disabilities. Still other teachers simply have had insufficient opportunities to collaborate with special education colleagues in facilitating inclusive experiences at the high school level. In order for inclusive education to make sense to high school teachers, they must have a clear understanding of how the needs of the student with disabilities can be addressed within the context of the general education classroom. Special education teachers can play a critical role in supporting their general education colleagues along this journey. Special educators can support their general education colleagues in a variety of ways to increase access for students with moderate and severe intellectual disabilities to general education curriculum and instruction. The strategies described in this article respond to the specific challenges of high school teachers (both special educators and general educators), and are currently used in the Saint Michael's College teacher preparation program as a way to prepare teacher-students to meet the diverse learning abilities of their future high school students. (Contains 4 figures and 13 online resources.)