Inclusion is a developmental process rather abrupt action of implementing a system. It is concerned with the type of modifications and adaptations required in the schools to accommodate all students with diverse educational needs. In inclusive schools, all children irrespective of their abilities learn together and enjoy the same rights and facilities within the same class. This is contrary to a segregated system of education where students with disabilities learn separately from their counterparts. It seems that inclusion appears at once an ideal to be reached and a potential means of minimizing discrimination in education. This study identifies teachers' needs in ordinary schools and explores their perceptions about inclusive classes in Pakistan. Results of this study indicate that although most of the teachers are willing to teach inclusive classes with adequate training and resources, they have qualms and are not sure to what extent their teaching will be effective for all. In this regard they identify some of the barriers they might face in the school system. While discussing possibilities about inclusive classes some of them suggested a few strategies to orchestrate and harmonize the classes with students with diverse educational needs. (Contains 1 table.)