This paper presents outcomes of a qualitative interview study conducted in four Turkish primary schools that had been identified by the Ministry of Education as engaging in the inclusion of disabled students. The main purpose of the study was to examine school staff views on inclusion in their schools. Data were collected through semi-structured interviews with four class teachers and four school counsellors. Findings from the thematic analysis of the interview transcripts suggested that: (a) school staff held positive beliefs towards educating disabled students in regular schools and believed in the contribution of this to both disabled students and their non-disabled peers; (b) special educational paradigms existed in mainstream schools and shaped professional practice; (c) there was a lack of conceptual and methodological knowledge of inclusion among stakeholders, indicating a need for awareness raising and development; (d) disabled students were far from being fully included within classroom practice; (e) there was a lack of collaboration among school staff, inadequate family engagement and a strong need for effective school leadership in inclusion; and (f) there were individual efforts by the school staff to develop inclusive practices. Findings of this study will be useful in guiding current practice to support inclusion in contexts, like Turkey, where it is at an early stage of maturation. It is also filling a gap in providing first-hand accounts and perspectives of practitioners implementing reforms in difficult circumstances.