The increased access to computer science (CS) and computational thinking (CT) is not always available for students with disabilities. Teachers and educators should provide all students with inclusive and equitable access to CS/CT. This cross-case study examined the barriers and strengths special education teachers faced, explored the supports and resources they provided, and presented how these teachers defined successful CS outcomes. The data set included three special education teachers’ interviews and teaching materials. The findings included seven successful strategies the teachers identified (using physical computing, pair programming, connecting CS and IEP plan, applying hands-on activities, CT integration, using CS vocabulary, and open-ended pedagogy), four resources and supports teacher provided(accessible instructional materials, projects with multiple entry points, and essential scaffolding supports), and four barriers teachers faced (subject matters, tools, students receiving support, the role of CS in the instruction, and time-consuming). The results suggested administrators and practitioners should overcome the barriers and promote the successful strategies of CS inclusive education in the classroom.