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This work explores the effectiveness of an innovative inclusion model that is based on the development and operationalization of the inclusion coach (IC) role in one school district (in Ontario, generally referred to as a ‘board’). This model has implications for school systems that desire a change in practice but may perceive challenges to this change in their local capacity. In this model, internal school district funding and existing structures were reallocated to convert teaching positions into IC positions. This staffing change was designed to support the desegregation of stand-alone special education classes at the elementary and secondary levels within that school district. While significantly decreasing the number of segregated settings, the intervention was not without its challenges. Challenges and successes will be examined through the perspectives of school principals, ICs and classroom teachers. This school district created an effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition. Utilizing a shared focus and support for staff, this school district was successfully able to transition beliefs and practices from segregated special education to full inclusion for students with special education needs.