In this chapter, we present our Disability Studies in Education (DSE)- and Critical Disability Studies (CDS)-informed ethnographic qualitative school-based research project that we conducted in Rome. In the “Village School,” for almost a decade, teachers and administrators have innovatively and intentionally created spaces where disabled migrant students and their families can not only receive a high-quality inclusive education but also have access to community-based services. Throughout this chapter, we highlight these innovative approaches to promote inclusive education working alongside communities of disabled migrant students and their families. We find the supports and services in this school particularly critical because, as a country, Italy has been a global leader in inclusive education. Also, due to its geographical proximity to current global conflicts and a historic point of entry for forcibly displaced migrant families from the global South, we found our ethnographic research as an opportunity to amplify the successes and challenges this school grapples with, in order to meaningfully support these students in the global North. We hope the supports and services this school provides can serve as a model for other schools in the global North (and beyond).