This investigation used qualitative methods to examine the impact of the implementation of a block schedule on an inclusive high school program that had been working successfully for several years. Data were collected using a series of classroom observations and interviews with seven teachers of students with disabilities and seven general education teachers who worked as co-teachers in inclusive classrooms. A constant comparative method of data analysis (Glaser & Strauss, 1967) was used to identify themes related to the benefits and challenges of block scheduling and the inclusion of students labeled with high-incidence disabilities. Results showed that inclusion and block scheduling were complementary and mutually supportive aspects of school reform in this high school. Furthermore, although the teachers identified several challenges related to the implementation of block scheduling, none of these challenges were unique to students with disabilities. The implications of these findings for practice are discussed.