Paraprofessionals are increasingly utilized in inclusive art classrooms to support the art production of students with disabilities. For this descriptive qualitative study, we observed 18 paraprofessionals across elementary, middle, and high school inclusive art classrooms in Central New York. The findings suggest that these support staff act as gatekeepers, either denying or allowing access to authentic art production by facilitating or impeding access to the art curriculum. Implications for practicing art teachers and art teacher preparation programs are included. (Contains 2 figures, 1 table and 1 footnote.)