The purpose of inclusion for children with language-learning disabilities (LLD) is to provide integrated educational opportunities within the general education classroom. Inclusion and practices related to inclusion require collaboration among regular educators, special educators, speech-language pathologists, and families. This article distinguishes between full inclusion and optional inclusion, reviews studies on the outcomes of inclusion, describes a university-school partnership model for educational restructuring, and outlines six reasons why innovative changes, such as inclusion and integrated learning, are often difficult to sustain. This background frames the experiences of an educational team with a continuous progress, inclusion model for students with a LLD. The team consists of a regular educator, a speech-language pathologist, and a teacher of specific learning disabilities. Their story demonstrates the importance of flexibility in adapting inclusion models and the necessity for maintaining classroom partnerships for uniting research with practice.