This research article reports on the experience of a special needs unit within an Aotearoa/New Zealand high school during a period of inclusive change. The study of the special needs unit represented a case study within a larger year-long qualitative study of the school experience. Utilizing the Index for Inclusion: Developing learning and participation in schools (Booth & Ainscow, 2011) as a framework for reflection and planning, the school community explored core school values and assumptions and how those values and assumptions manifested in school practices. During this process a wide consensus was formed regarding the interpretation of inclusion which left the special needs unit and staff out of sync with the majority of the staff team. To resolve this tension the school re-modelled their delivery of special education provision which incorporated the special needs unit within the "mainstream" of the school.