Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N = 8). In the second stage the participants (N = 21) responded to a written questionnaire (Perceptions about Inclusive Education-PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures. The findings point to a sensitive situation, one that is difficult to deal with and creates much disagreement. Although inclusion is the official and unanimously agreed upon policy, the discourse reflects some differences between and within groups of policy makers with regard to several issues: identification of the target population; factors and key figures affecting implementation and teacher training.