The inclusion of students with disabilities in general education classrooms has become the preferred model of service delivery in many educational jurisdictions. The benefits of an inclusive model for students are becoming clear as the research evidence begins to accumulate. However, the authors argue, inclusion may well offer benefits for teachers as well. A framework for organizing our understanding of inclusive classrooms is presented along with four premises: inclusion is a world-wide phenomena and is not a passing fad; classroom teachers are the key to the successful inclusion of students with disabilities; successful learning in inclusive classrooms rests on foundational principles of effective teaching; and professional teacher development can be a major benefit of the inclusion of students with disabilities in general education classrooms.