This single site case study examines the ways a particular STEM school in its first year of operation meets the unique needs of freshmen students with disabilities (SWD). Specific research questions address primary supports and challenges to the learning of SWD, and the working relationship among general and special educators and administrators. A constant comparison analysis of data (extended observations, semi-structured interviews, and document review) resulted in three categories: ownership, challenge, and flexibility. Additional reflection revealed an overarching theme of "Practice what you preach." Faculty and staff in this STEM school take ownership of all students and maintain high expectations. They use inquiry, project-based learning with real-life applications, and cooperative group learning to teach a rigorous curriculum that includes engineering, physics, and Chinese in addition to more traditional freshman courses. The teachers also employ technology and collaborative problem solving to build on the strengths of students while differentiating, accommodating, and sometimes, modifying lessons to meet all students' unique learning needs. (Contains 1 table.)