The call for American students to meet world-class standards in the federal Goals 2000: Education America Act (1994) and No Child Left Behind legislation, as well as state standards and accountability legislation, has been explicitly inclusive: All students must be held to these high standards. Litigation offers the potential to leverage standards-based accountability laws in ways that refocus attention on opportunities to learn. Moreover, the lens of systemic, classroom-based litigation offers new insights into how evidence can be conceived in ways to advance equity-minded challenges to current policies. In this article, the author examines some fundamental policy issues through a legal lens. The author emphasizes that there are substantial barriers standing in the way of the litigation explored in this article. (Contains 2 figures and 16 notes.)