This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre- and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.