In this qualitative study we analyzed the experiences of five teachers who were actively committed to practicing inclusion and seeking strategies to provide access and opportunity within the general education classroom. Findings from a long-term qualitative study suggested that teachers’ thoughtful planning and systematic teaching created successful educational experiences for six non-verbal students with autism. Teachers engaged in the following principles when supporting the successful inclusion of non-verbal students with autism: establishing the community, making classrooms accessible, and working through challenges.