One of the challenges facing primary school language teachers is the adaptation of the language syllabus to suit the needs of all of their learners, including those with special educational needs. Research into inclusion of such learners in the regular classroom has shown that adequate support for both child and teacher is essential if a child is to be successfully included in any educational program. A recent study undertaken in Brisbane sought to gain a better understanding of how language teachers deal with inclusion and to assess the level of support available to them in this regard. Despite a diversity, certain common support requirements were identified in both the survey and interview data. Teachers generally emphasised the importance of support from other members of the school community--not only for the language program but also for themselves as educators, the importance of teacher-aide assistance, and the importance of adequate workspace and training. They also believed that the provision of non-contact time for planning and consultation, the provision of resources, and the availability of information regarding their students as support measures, which are vital if they are to include children with special needs in their language classes. Throughout both phases of the study, teachers' comments indicated that there is room for improvement in support for language teachers. (Contains 9 tables.)