This article examines whether or not teachers working in an inherently exclusive education system can in fact be "inclusive teachers". The author draws on work done over the past three years in a pan-European Teacher Education project highly committed to notions of social and educational cohesion and equity, and challenges both fixed and hierarchical notions of ability, valuing all learners equally. The development of a pan-European Profile of Inclusive Teachers serves as an indirect challenge to the legitimacy of politicians and executive bodies in England for lack of cohesion and failing to establish some kind of equity and inclusion for young people.