"Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high standards for students, teachers, and service providers. The problem, however, is that such good schools pride themselves on maintaining and pushing homogeneous standards at all educational levels. Ironically, such actions, by standardizing the educational process, preclude responding to students with special needs and those who are culturally, linguistically, behaviorally, academically, and socioeconomically different. This article challenges the good school myth and presents equitable ways to work with multicultural exceptional learners.