In our current climate of standards-based reform, efforts abound to have all students reach the same goals. At the same time, other educational reforms, such as inclusion, are creating increasingly diverse populations of students in general education classrooms. Consequently, teachers often view inclusion and standards-based reform as incompatible ideas. These tensions can be exacerbated in urban districts, where educators often find the need to make greater gains with fewer resources. This paper describes a professional development sequence found useful in helping urban teachers reconcile two divergent educational initiatives--standards-based reform and inclusion. (Contains 4 tables and 1 figure.)