With the provisions of both the Individuals with Disabilities Education Act of 1997 and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 1997 and 2004), educators must ensure that all students have the opportunity to participate and progress in the general curriculum. These requirements are further bolstered by the No Child Left Behind Act of 2001; all students between Grades 3 and 8 are to be tested annually in math and language arts, and students are to be tested in these subjects at least once during their high school years as well. Yet one area of academic content instruction that has received little attention for students with disabilities is that of foreign languages. In this article, the authors present a rationale for why foreign language instruction can be valuable for all students and provide strategies for successful inclusion of students with disabilities in foreign language classes, with examples of students with mild and significant cognitive disabilities.