Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan.