In the past two decades, inclusive schooling for students with exceptional conditions has emerged in a range of national contexts to the extent that inclusion is now a world-wide movement. Major prompts arise from mandates and directives from international bodies such as UNESCO. However, the provision of education built on social inclusion places enormous demands on systems, on people, on structures, and on resources. The movement is tirelessly promoted but major and seemingly unsolvable challenges are mounting in complexity and number. The aim of this paper is to identify and discuss some of the systemic barriers to implementing the inclusive education model.