This chapter will reflect on two practitioner’s experiences in the education of elementary-aged students with emotional impairment (EI) in inclusive elementary classroom settings. Three core beliefs are identified and described that facilitate the positive impact of the known evidence-based practices for educating students with EI: skill not will, a presumption of competence, and connection over compliance. Practical applications and strategies to shift belief structures are elaborated upon to set the conditions for authentic Free Appropriate Public Education (FAPE) achievement in inclusive elementary classroom settings for students with EI.