Secondary content teachers want to accommodate their special education students. They know that their classrooms provide the "least restrictive environment" specified by Public Law 94-142. They understand that inclusion is federally mandated and, even more importantly, often seen as necessary for teens to reach their full potential as students and as successful adults. But these teachers face many obstacles, frequently with little or no assistance. Among those obstacles: normal loads of 160 to 180 students; lack of notification of students with IEPs or 504 plans; shortage of inclusion teachers; only a single, broad introductory course in exceptional children. In addition, the bottom line, made clear by the administration, is that they must adhere to pacing guides and prepare students to pass the end-of-course exams to meet the No Child Left Behind requirements. Inclusion must be more than a physical reassignment of students from one classroom to another; to succeed it must include a school-wide philosophical commitment, and it must provide assistance to the secondary content teachers in the trenches. Following a review of literature, this article describes four criteria for successful inclusion (full commitment, in-service training, collaborative planning and teaching, and implementation of research-based, challenging practices) and three impediments to program success.