South Korea and the United States of America (US) both have procedures in place for identifying and serving individuals with disabilities in inclusive classrooms. This current study examined the differences in identification practices for students with disabilities in the US and South Korea. In South Korea, fewer students were identified as having disabilities and the students who were identified tended to have more significant disabilities. The beliefs towards inclusion of educators teaching pre-K through 6th grade in both countries were documented and contrasted. Differences concerning teacher beliefs about students with disabilities in inclusive settings were examined across the two countries. In addition, teachers' beliefs concerning isolation were explored. Recommendations were made for additional exploration for teacher training. Future exploration of the impact that current identification and inclusion practices hold for student outcomes in both countries was recommended.