This paper describes the inclusion of a 21-year-old woman, Joanna, with profound disabilities in a college class on educational methods of working with students with profound needs. This article presents the perspectives of the professor of the class, of Joanna's mother, and of a graduate student in the class. The professor reports on the positive effects Joanna's presence had on the class, including relaxing the class and developing student observational and programming abilities. Joanna's mother describes the family's long struggle to provide inclusive experiences for Joanna, the appropriateness of a 21-year-old attending a university program with peers, and the positive effects of this inclusion on Joanna. The fellow student explains how the inclusion of Joanna allowed students to address the real challenges of their profession and to "practice what they preached." (DB)