This report is based on interviews with learning supporters and observations of their work in a number of primary and secondary schools in London and in the North of England, areas which are known for efforts toward developing inclusion. The focus is on supporters' perspective, and the aim is to give a platform to what traditionally have been minority voices. The report opens by reviewing the work of learning supporters and the range of tasks they accomplish to support participation and learning. These include directly supporting students with disabilities in classrooms as well as working at a more strategic level to break down barriers and forge links among different personnel, groupings, and settings in education. The report explains the rewards and stresses of the job from the supporters' point of view and outlines some current controversies. It suggests how support work challenges some understandings of education and the way a school is organized. Results from the study indicate being a learning supporter is to work toward building relationships with many rewards but also subject to strains and concerns. The report closes by putting forward a number of pointers for further discussion. (Contains 10 references.) (CR)