This study addresses the incorporation high-leverage practices or HLPs into higher education programs for preservice and practicing teachers who receive preparation in inclusive education at Ohio colleges and universities. Data were collected through four types of research activities: (1) a survey of Ohio faculty members from educator preparation programs, (2) focus-group interviews with Ohio in-service special education teachers, (3) an analysis of syllabi from Ohio educator preparation programs, (4) and focus-group interviews with Ohio parents. Findings suggest, overall, that responding faculty and institutions of higher education are inconsistently teaching HLPs. Those faculty and instructors who incorporated HLPs more consistently tended to include the easier-to-teach HLPs. Because the ability to use HLPs may be an important prerequisite to competence and comfort with inclusion, this inconsistency represents a serious setback for Ohio students with significant cognitive disabilities. Based on the findings, the report makes recommendation for both practice and research.