This article is the story of a school's journey from a deficit model of special education needs programming to an inclusive model of student learning support. The heart of this journey was the identification and management of tensions and complexities surrounding educational beliefs, school values, and pedagogical practices. This article will describe the ecology of change that this school undertook during a two-year period, analyse the mechanisms of change during the same period, and evaluate critically the extent to which the change achieved its intended outcome. (Contains 2 tables.)