This chapter examines how the teachers’ beliefs about disability and inclusion shaped their pedagogical decisions, relationships with students, and understandings of equity in education. The chapter begins by outlining key components of inclusive pedagogy and how such practices develop within complex cultural and institutional contexts. Three poetic clusters, Coming to Know Disability, Poems About Inclusive Beliefs, and Poems About Strength vs. Deficit Views, each highlight how teachers’ perceptions of ability, difference, and belonging influenced their practice. Each cluster is analyzed through threshold poems that bring voices from theory and practice together in dialogue. These poems illustrate how inclusive beliefs are continually negotiated through experience, dialogue, and critical reflection.