This case study considers classroom-based qualitative research conducted using semistructured interviews and classroom-based ethnography and carried out in a publicly funded special education program for high school students with autism spectrum disorder. In response to a paucity of special education research focused on student perspectives, the case study presents a research design that corrects for the shortcoming by making such perspectives central alongside those of their educators. It considers primary research challenges encountered, namely obtaining coordinated research approval from various bureaucracies, timeline considerations, and resource constraints, and details how key challenges were navigated. The role of ethical considerations in shaping the research challenges is considered in detail. The case study emphasizes the value of including student voices in research on special education programming and its perceived effectiveness. While making the voices and perspectives of youth central to special education research brings many logistical and ethical challenges and typically involves an extended timeline as compared with research excluding special education student perspectives, the benefits for improved empirical and theoretical knowledge outweigh the challenges. Including student voices in special education research is a vital step in improving diversity and inclusion in education research both generally and within specific research areas. It is hoped that this case study will help others who work in classroom settings--particularly in special education programs--plan realistic research to assess student appraisals of their classroom experiences and that it will ultimately help researchers identify how such programs can be improved to maximize student inclusion and success. [This content is provided in the format of an e-book.]