Full membership is acceptance and belonging in a school community where all stakeholders have a voice and the culture is reflective of these values and beliefs. This qualitative study compared the perceptions of general and special education teachers from two southern high schools. The author explored how scripts of disability inform teacher practices and what systemic barriers may be in place that impede full membership for students with disabilities. While both groups of teachers generally agreed that full membership opportunities were important, unexpectedly, a lack of exposure to disabilities during formative years and special education teacher perceptions tended to limit full membership opportunities. Challenges included educator mindset toward the abilities of students with disabilities and access to full membership opportunities. Methods to overcoming full membership barriers include professional learning communities, collaboration, and professional development designed for reflection on self-beliefs and practice.