The population of Manitoba classrooms has expanded to include a wide range of diverse learners. While this diversity brings with it opportunities for educators, it can also pose significant challenges. Several key components of professional practice enable teachers to promote and implement a fully inclusive classroom environment. An educator's capacities to use differentiated instruction, support emotional needs, and provide professional supports within a larger framework, are necessary for inclusion. The underlying structure in which these components exist may differ, whether labelled under Response to Intervention or Universal Design for Learning, but their commonalities define best practice.