This chapter introduces the journey educators at Hammond Elementary took to uncover and challenge the subtle, often unexamined ableism embedded in everyday school practices. Beginning with the origins of our school–university partnership, the chapter offers context of how the inquiry came to be. It then presents the conceptual framework for developing inclusive mindsets and exploring how dominant ways of framing disability shape educators’ beliefs, expectations, and pedagogies. Through a critical examination of power, privilege, and oppression, the chapter invites readers to consider how ableism intersects with other systems of inequity to influence both teacher identity and instructional practices. The chapter establishes the purpose of the partnership: to move beyond surface-level inclusion toward a transformative, justice-oriented understanding of disability that centers belonging, equity, and shared responsibility in inclusive education.