Participants in this study were twenty-nine adolescent boys (n = 29) between the ages of sixteen and eighteen years, who were attending an inclusive private school in the affluent suburb of Johannesburg. Fourteen participants had never been diagnosed with learning difficulties and had attended mainstream schools throughout their school careers. Fifteen participants were previously at a special school for learners with barriers to learning, entry into which required a diagnosis of a learning disability of some form. During the time of this study all participants had been in the mainstream school for a minimum period of two years. The Culture Free Self-Esteem Inventory Third Edition (CFSEI 3) was utilised to elicit participants' perceptions of their abilities and attributes as well as feelings of self-worth. Data was analysed using the descriptive statistical procedure. A two independent sample T-test indicated that there were no significant differences found between the two groups of participants for each of the CFSEI self-esteem subscales as well as for Global self-esteem. While this research has limited generalizability, it appears to hint at the potential benefits of inclusion and it also highlights the potential value of self-esteem interventions as an important part of implementing inclusion in schools. (Contains 3 tables and 4 figures.)