Changes in laws are reflected--even foreshadowed on occasion--by the field's scholarship. In the 1980s, there were few who recognized that adults with disabilities were an important resource in the education of students with disabilities or that issues of race and culture had consequence for identifying and delivering services to these children. Reflection on education reform efforts, cannot help but make one wonder, "Are we there yet?" Through practice, research, litigation, small and gross mistakes, and from parents, advocates, and colleagues professionals in the field have learned that some directions proved less costly to children and to school districts while achieving more effective outcomes. In reviewing the work over the past several decades, three major foci have been identified: (1) access to free appropriate public education; (2) achievement of quality academic, behavioral and social outcomes; and (3) establishment of a unitary inclusive education system to prepare all students for a full and productive adult life. The central features of a unitary inclusive system include strong leadership, quality teachers, challenging curriculum, differentiated instruction, careful and regular assessments, engagement of parents and community, and a focus on the meeting of standards and the achievement of outcomes. Based on this evaluative review, the article concludes, "no, we are not there yet."