Including students with disabilities fully in the general education curriculum has become accepted in elementary schools, but issues such as teacher collaboration, standardized testing, gaps in skill levels, and scheduling challenges continue to pose significant obstacles to full inclusion in middle schools and high school. This article describes an all day event at which 35 participants from a variety of settings, including higher education, school districts, the State Education Department, and technical support networks explored the question: "In order for inclusive adolescent education to be successful, what values, skills, and knowledge should teachers demonstrate?" Participants used a process of Appreciative Inquiry, a method of organizational development that uses past successes to create a vision of the future. The group discerned, social justice, passion, and courage for change as necessary values, and thought that listening and communication outweighed other skills. Adolescent development and research based practices in secondary schools were found to be the most necessary knowledge. (Contains 3 figures and 3 tables.)