The thesis of this article is that teaching practices that foster independent, academically effective approaches to learning, self-regulated learning (SRL), in the general population of students can be used effectively to include students with learning difficulties/disabilities in general education classrooms. First, I describe features of high-SRL environments and ways they support teaching and learning within diverse classroom communities. Next, the model of teacher development I have used to help practicing and student teachers model and promote SRL is described along with a concrete example of how one student teacher's high-SRL practices accommodated a wide range of differences among learners in her grade 1 classroom. Finally, an agenda for future research concerning high-SRL environments and implications for addressing student differences in general education classrooms is proposed.