This study examined the concerns of regular secondary school teachers in Delhi, India in order to work with students with disabilities in inclusive education settings. A total of 470 teachers responded to a two-part questionnaire. Part-one of the questionnaire collected information related to personal and professional characteristics of the teachers. Part-two was a Likert scale which required the teachers to indicate their concerns on a list of statements related to inclusion. Data was analyzed using descriptive statistics and "t"-tests. The data indicated that the teachers in Delhi, overall, had a moderate level of concerns to implement inclusive education in their schools. These teachers were however not concerned about their increased workload due to inclusion. In addition, an overwhelming majority (95%) of the teachers indicated that they had not received training in special education. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education.