This article provides teachers and administrators with a description of foundational principles and curricular approaches to create meaningful educational experiences for secondary students with intellectual disabilities in inclusive general education classes. The four principles provide: (a) the least dangerous assumption, (b) partial participation, (c) blending academic and functional curricula, and (d) curricular fairness. They provide school personnel with a conceptual framework to guide practice. The curricular approaches of: (a) multi-level curriculum and instruction, and (b) curriculum overlapping provide practical ways to implement varied and individualized learning outcomes within shared classroom activities. When school personnel understand and apply these principles and approaches, they can provide the foundation for creating more inclusive high school experiences for all students.