As urban districts undertake special education reform initiatives to move toward inclusive schooling arrangements, educators are challenged to reflect critically on their practices to support greater participation of all students, including those with disabilities. The authors describe the narratives of three educators who participated in a professional development opportunity offered in the context of special education reform within a large urban school district. By exploring the parameters of their practice, their professional priorities and their struggles in adopting the offerings of this professional development, the authors derive important clues to the process of change that can inform professional development for inclusive practice.