Keifer-Boyd and Kraft's (2003) article "Inclusion Policy in Practice" inspired the creation of a new art education course as well as this article. In response to their claim that preservice training should provide greater exposure to experiences with students with special needs, during the summer of 2007 a group of University of North Texas (UNT) preservice students worked closely with local students with special needs. For 2 weeks, UNT preservice students spent their mornings implementing developmentally appropriate art activities in several local secondary special needs classrooms. Although the authors of this article agree with Keifer-Boyd and Kraft's belief supporting inclusive arts classrooms, the experience they describe in this article was limited to interacting with stand-alone special needs classrooms where little or no inclusion occurred. These authentic learning experiences, however, were instrumental in helping this group of preservice students gain the confidence and skills necessary to welcome students with special needs into their future art classrooms. (Contains 1 figure and 4 endnotes.)