This small-scale and rather limited study analyses whether Newly Qualified Teachers' conceptualisation of inclusive education is mediated by prolonged classroom exposure to this government initiative. The study, whilst arguing that further research is necessary, suggests that NQTs' conceptualisation of inclusion becomes more negatively based over the course of their first year of employment owing to perceived lack of support and resources to ensure its successful implementation. The study also offers confirmation of the findings of previous researchers who contend that teachers conceptualise inclusive education in terms of children with special educational needs and further that they believe that not all such children can benefit from being educated in mainstream schools.