Walk into most Catholic schools (pre- and post COVID-19) these days and they look very similar to the Catholic schools from 50 years ago. The tradition, the familiarity, and the similarity are comforting and classic. However, in the past 50 years a revolution has happened in education. Educational research across many domains has revealed ways to use specific teaching techniques that can help the most marginalized students succeed, while supporting the learning of all students. Despite the advancements, society often structures supports and services for individuals with disabilities separate from the typical environment. There are a number of proven practices (often referred to as evidence-based practices [EBPs]) that are effective in meeting the needs of ALL students, which should not be limited to certain professionals. Moreover, these practices are equally effective in the Catholic school environment. This article spotlights EBPs that lead to successful inclusion when implemented by every Catholic educator. As this special issue emphasizes, inclusion of ALL students in P-12 Catholic schools is not only possible, it should be a reality; and implementing EBPs is an important component.