specifying the involvement of regular educators. These changes are particularly challenging for many secondary schools because of their organizational structure (e.g., students often see six or seven teachers per day, periods of instruction often are about an hour long, teachers are organized in departments). In this article I focus on specific changes to the IDEA regulations regarding the regular educator's involvement in the IEP process, possible consequences of not following a student's IEP, and some best practice suggestions to help regular educators at the secondary level comply with the law. To illustrate how complex following the law might be for a secondary teacher, consider the following hypothetical case: Lori, a seventeen-year-old high school student with a learning disability, was placed in one special education class (English) and three regular education classes (science, social studies, and math). At the end of first semester, Lori was failing three of the four academic classes; she was