Extracurricular activities provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWDs) historically have had limited access to extracurricular programs and thus fewer opportunities for academic, social, and vocational development. Educators and administrators need to understand the importance of inclusive extracurricular activities and also how to successfully implement these programs. The theory of self-determination can help guide the development and implementation of inclusive extracurricular activities. This article presents examples from an integrative model currently implemented in Georgia as well as strategies for establishing, implementing, troubleshooting, and sustaining inclusive extracurricular programs.