Students with disabilities have historically faced systemic exclusion from public education despite the multitude of federal efforts aimed at providing equitable access. Historical policies such as the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act all expanded the protection and mandating of individualized education programs (IEPs). However, such policies do not address the disparities that students with disabilities still experience, in addition to the denial of adequate service, research demonstrates that inequities persist through inconsistent implementation of IEPs, limited general education teacher preparation, and the structural barriers in general education and self-contained classrooms. The continuous gap amongst general educators being prepared to teach an inclusive education classroom contributes to the lack in discipline, placement, and academic achievement. These issues remain prevalent in states such as Maryland and in school districts like Baltimore City Public School System (BCPSS). The capstone project examines the historical, organizational, and policy related factors that continue to shape inclusive education practices while highlighting the prominent challenges that exist at the macro, mezzo, and micro levels. As a response to these challenges, the project proposes the creation of a comprehensive professional training toolkit designed to strengthen educators’ knowledge and competency in inclusive instructional practices. In equipping educators with the practical and evidence-based research, the project aims to enhance inclusive learning environments that also promotes equitable educational outcomes for students with disabilities.