Leading an individualized education program (IEP) meeting can be a daunting task for special education teachers, particularly if they want to make changes to the status quo when it comes to inclusive opportunities for students with higher support needs. This article explores how special educators can begin to advocate for that change within their classrooms and schools. Coming to an IEP meeting prepared with an agenda and recent progress monitoring data, strengths and successes of the student, areas of concern or need, and ideas for goals and instructional strategies helps keep the meeting on track and ensures that all participants can actively collaborate in the IEP development. These critical decision points and meeting facilitation strategies that can be embedded into the IEP process are outlined so all participants can make decisions about appropriate next steps.