Debbie Johnson is a teacher who provides an account of her involvement in researching the inclusion of pupils with Down's syndrome over a number of years. Her work has not only increased her own understanding but has had a significant influence upon her practice, both as a class teacher and in her current advisory role. Writing in a highly personalised way, Debbie describes how she developed a systematic approach to collecting data and analysing this to provide her with insights into those factors which may encourage or inhibit inclusive practice.