Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including students with ESN in regular classes and the adverse realities of educating students with ESN in more restrictive placements (i.e., separate classes and schools; Gee et al., 2020). Nevertheless, this problem persists. Wehmeyer and Kurth (2021) posit that three generations of failed inclusive practices have mistakenly focused on individual students in classrooms, disregarding that classrooms and schools are part of a more extensive system. Therefore, the problem of limited access for students with ESN necessitates systemic change efforts at district and state levels that include a long-term commitment to sustainability (Agran et al., 2020; Sailor & Roger, 2005). One way to assist in effecting change on a systemic level is through coaching. This qualitative case study focuses on the role of one district inclusive education coach working within a successful district-wide systemic change endeavor to include students with ESN in regular education classes. The researcher used grounded theory methodology to construct a preliminary theory explaining the coach's role, which emerged from the data collected through six days of shadowing the coach with field notes, semi-structured interviews of the coach and several people with whom the coach interacted, and a review of relevant documents. The preliminary theory describes eight concurrent strategies the coach uses to understand the context and build capacity at the classroom, school, district, and state levels. These strategies help the coach increase students' membership, participation, and learning opportunities. The researcher also describes the coach's unique qualities and experiences and how they assist the coach in reaching his goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]