While considerable research has been directed at examining the effectiveness of placement for exceptional students, few studies have examined the instructional characteristics which contribute to the success or failure of these students included in regular classrooms (Swanson & Hoskyn, 1999; Swanson, Hoskyn & Lee, 1999). Over the last decade we have been developing a model of teacher characteristics and schoolrelated factors which predict differences in regular elementary teachers' classroom practices with students included in their classrooms. Three constructs are central to the model; teachers' beliefs about their roles and responsibilities for students with disabilities, teachers' sense of their efficacy, and the school norm or collective beliefs of the school staff about inclusion and inclusive practices. A synthesis of the studies is presented, and potential developments of the model described. Implications are drawn for the preparation and in-school support of teachers in integrating students with disabilities in their classrooms.