Over the last decade, much research has been conducted regarding how successful school improvement can be achieved. One focus of this research has been the development of schools that are inclusive and meet the educational needs of all students, including those with disabilities. Research has shown that school change that improves teacher practice and student outcomes may be achieved through Comprehensive School Reform. Key aspects of this reform include the development of a collaborative culture, the use of high-quality professional development to improve teacher practices, and strong leadership for school improvement activities by the principal and other school leaders. The implications of these findings for research and practice are discussed.