The Danish MINK (Mathematics and Inclusion) project explored inclusive mathematics teaching in regular classes in ordinary public schools, with a focus on teacher professional development and classroom experiments as the main elements. The project started as a reaction to the challenges for practice arising from a political reform. The MINK project was a design study with genuine collaboration between teacher educators and upper primary school teachers. Participating teachers had opportunities to influence all phases of the project, including which themes to explore in depth. The article is a result of a follow-up elaboration, with specific research questions, which goes beyond the goals and questions in MINK. The article presents which themes emerged during the project as most relevant to explore when focusing on inclusive mathematics teaching and insights about the emergent themes. In "Discussion," we relate insights from the project to the general need for professionals in mathematics education to engage in discussions on inclusion, and we sketch a number of anticipated conclusions about strategies and further needs for teacher education and teacher-in-service education.