A statewide survey of coordinators of inclusive high school service-learning programs was conducted to validate elements, methods, and barriers to including students with and without disabilities in service-learning. Surveys were mailed to 655 service-learning coordinators; 190 (29%) returned a completed survey. Findings support the validity of the elements and methods. Respondents consistently rated the elements and methods higher in importance than actual use. Few barriers were identified although some individual respondents reported extreme barriers. Lack of money and time to co-plan were the greatest barriers shared across respondents. School size, presence of a service-learning graduation requirement, and inclusion of students with intellectual disability did not account for significant differences among service-learning coordinators.