This article examines the mutuality of interests between partners in a professional development school (PDS), with an emphasis on promoting inclusive classrooms and integrating special education students into the general education continuum. It highlights how delivery models that hinder inclusive practices stunt the growth of PDS partnerships. It is therefore in the best interest of all PDS partnerships to expand the membership of PDS participants. Suggestions include encouraging special educators and related service personnel's active engagement in PDS activities and training teacher candidates in inclusive classrooms.