Many teachers have a level of discomfort with planning inquiry-based science lessons for students with complex needs. Science instruction typically includes teaching discrete skills with a focus on vocabulary acquisition (Knight et al., 2020). Because science is universal and thus important for all learners, many states have adopted the Next Generation Science Standards (NGSS; National Research Council, 2012). The NGSS include three dimensions: Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Cross-Cutting Concepts (CCCs; National Research Council, 2012). All three dimensions support students' exploration and investigation of various scientific phenomena. Students with complex support needs (CSN), who require continued and extensive supports in academic and daily living settings and who may be classified with disabilities such as intellectual disability, autism, and multiple disabilities (Kurth et al., 2019), may be taught and assessed using state-adopted extended science-content standards that also incorporate these three dimensions (e.g., Dynamic Learning Maps Science Consortium, 2014). Students use the SEPs and CCCs as entry points to relate the DCI content to other content areas (e.g., English language arts, mathematics, social studies) and as a way to include active learning strategies to explore connections. Students receiving high-quality science instruction deepen their science knowledge of the natural world, develop a sense of wonder about the world around them, and build skills such as communication, inquiry, problem-solving, and exploration of phenomena that will serve them the rest of their lives (Knight et al., 2020; NGSS Lead States, 2013). In this article, the authors describe an approach to science instruction that combines multidimensional science standards, inquiry-based teaching practices, and the Universal Design for Learning (UDL) framework (CAST, 2018) to help students with CSN meet high academic expectations.