This study attempted to identify variables supportive of inclusive programming for children with disabilities from the teacher's perspective. Structured interviews with 10 teachers at two pilot elementary schools in Indiana addressed issues concerning type and frequency of staff development, site visits to inclusive schools, previous experience with students having Individualized Education Programs (IEPs), previous experience in joint planning and teaching, experience planning social interaction interventions, experience with adaptations of the regular curriculum, and experience implementing teaching/learning strategies. Teachers in the two schools tended to see the more inclusive school as student-centered and the less inclusive school as placement-centered. Perceptions of the teachers at the two schools are quoted and compared concerning: instruction for students with IEPs, implementing inclusion in the classroom, the educational climate and school environment, planning and preparation, personnel roles and functions, and inclusion as a concept. (DB)