This paper shares elementary school principals' perspectives from one urban school district in Trinidad and Tobago, regarding factors that might enhance or limit their and/or their faculty's readiness for inclusion in their schools. Qualitative data collection comprised a self-administered questionnaire and focus group interviewing. Respondents comprise 18 school principals. Findings revealed a philosophical readiness to embrace inclusive practice, but resistance towards assuming responsibilities for such students within the classroom. Recommendations to facilitate more effective inclusion hinged upon teacher education, leadership and collaborative practice. (Contains 1 note.)