With an eloquent, and original, comparison of the Holy Family's faith and decisions surrounding acceptance of unexpected gifts to that of families who have one or more children with disabilities, the authors of this article capture an aspect of faith rarely captured within the previous arguments presented for why Catholics must embrace their call to educate all. Smith, Cheatham, & Amilivia (this issue) (EJ1286611) highlight the why, but quickly move into the how. By identifying the characteristics of an inclusionary setting followed by effective practices, Smith and colleagues provide a map, of sorts, for today's Catholic schools. In the struggle to meet the call where All are Welcome, this article reinforces to the field that key indicators are in place, successful efforts underway, and effective practices already identified and thus, available for Catholic schools to apply tomorrow. This is exemplified in the included case study that offers an illustration of what is possible without significant funds, without a separate infrastructure, and within a college preparatory high school environment, not the easiest setting for inclusion. St. Peter and Paul High School illustrates what happens when looking past "cost savings" as plan, and start to instead assess current best practices, and how those in combination with instructional and behavioral frameworks, evidence based practices and student centered planning, lead to high-quality inclusive Catholic schools.