As an echo of the worldwide movement of inclusive education and because of the conviction of inclusive ideas, special education in Taiwan is moving toward a goal of inclusion, though not necessarily full inclusion. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and regulations are present. Over the past decade, a number of inclusive programs have been developed and implemented first on an experimental base and later as a regular schooling practice. Statistics indicate that the major options of placement for students with disabilities are a regular class with special education services (inclusive) and resource room programs (integrative). To date, inclusive education in Taiwan has achieved some outcomes; however, because it is still in a developing stage, it is also encountering many challenges, such as teacher's confidence and capability, curriculum adaptation, peer acceptance, and supporting resources. The toughest challenge to deal with is disruptive behaviors by students with disabilities. In sum, teachers' caring, capability, and collaboration as well as a supporting environment are key to the success of inclusion, and there is plenty of room for improvement in these regards. (Contains 2 figures and 2 tables.)