In this study, the author explores elementary mathematics instruction in the context of standards-based reform and special education policy. Based on observation of inclusive classrooms and interviews with 12 teachers, the author finds that instructional practice was only somewhat consistent with the policy messages to include students with disabilities under the standards umbrella and to individualize instruction. Moreover, the author suggests three ways in which teachers respond to converging policies: skimming the surface of both policies without engaging the ideological core of either, finding the common ground while remaining true to the spirit of both policies, and privileging one policy at the expense of the other. (Contains 14 notes and 5 tables.)