Research and experience tell us a great deal about how to successfully educate students with the full range of intellectual disability, but unfortunately this knowledge remains underutilized and inconsistently applied. However, the good news is that some people with Down syndrome, Williams syndrome, and other conditions associated with intellectual disability are today having valued life experiences that were considered implausible only a few decades ago—more advanced academic outcomes, wide-ranging vocational options, postsecondary education, home ownership, community and civic engagement, inclusive recreation, and marriage. Evidence and logic suggests that the potential of students with intellectual disability to prosper in inclusive classrooms might have more to do with educators' attitudes and practices than it has to do with the students' learning characteristics. Successfully educating these students requires simultaneous access to inclusive environments, a meaningful curriculum, purposeful instruction, and necessary supports. This article shares six ways educators can support these pillars of access. This article can be accessed on the publisher's website.