This qualitative inquiry explored how four first-year teachers who were graduates of a dual-certification inclusive education program maintained their inclusive pedagogies despite working in a segregated, ableist system. Focus group meetings were held monthly during the second half of the school year, culminating with the teachers writing eulogies of their first year as works of creative nonfiction. These writings were then analyzed to determine how the teachers maintained or lost their commitment to inclusive education. Findings revealed alumni's commitment to inclusion was impacted by systemic and interpersonal barriers, while highlighting the importance of maintaining ties with university faculty.