It takes a school, as opposed to a single teacher, to properly educate persons with disabilities. In addition to the potential for effectiveness, such an approach may very well come with economic benefits. At one point universities offered teacher preparation programs almost solely for specific majors, such as special education. Now, lines between departments of education are more seamless. Most education majors take one or more courses in special education and get field-based experience with persons with disabilities and special education majors are taking more courses in reading and content areas to be fully certified. The dynamics of the "inclusion" concept has gotten considerable attention at the school level. Educating persons with disabilities in regular classes has been viewed as both more socially and academically beneficial than educating them in restricted settings. However, some professionals think that inclusion may be overly glorified and that eliminating traditional service delivery systems (continuum of services model), may be throwing away the baby with the bath. But if general educators are to be held more accountable for all students, they must be adequately prepared. Is what currently been done in teacher preparation programs sufficient? This presentation reviews former and current practices in educating persons with disabilities and how higher education is leading the way, or responding, in preparing exemplary personnel to meet their needs.