This instrumental case study explores educators in St. Elizabeth, a small Catholic elementary school in the Midwestern United States, learning to include students with special needs. Students with special needs--including but not limited to students with diagnosed disabilities--tend not to be treated as valued, full-fledged members of school communities. U.S. Catholic schools have a particularly poor reputation in this regard. St. Elizabeth represents an exception, where educators have pivoted from instinctively excluding students with special needs toward including them as a matter of course. Examining the countercultural shift--how and why it occurred, whether it is likely to persist--provides insight into this broader question of how educators learn to embrace countercultural practices. As such, this case seeks to shed light on how school communities shed old cultural norms for new ones and, in so doing, learn to improve.