An Australian study explored what teachers thought about working with students with disabilities and what kind of factors affected their practices. Twelve teachers from Box Hill Institute in Melbourne were interviewed using questions grouped into these four categories: background and experience, attitude, professional issues, and recommendations. Numerous findings were consistent with expectations; others confounded and surprised researchers. First, there was a distinct gap in the professional knowledge of teachers in dealing with certain disabilities and a significant information gap between institute policy, driven by government legislation, and level of teaching practice. Second, teachers needed to know how to be fair in their teaching practices where students with a disability were involved but without disadvantaging other students. Guidelines embracing the concepts of fairness, and the qualifying role of special needs and positive discrimination, were needed as part of the professional understanding of all staff. Third, teachers expressed these concerns about the assessment process involving students with a disability: fairness, whether a revised assessment measures competence, and time for assessment modifications. Fourth, the selection process was questioned because of the perception that technical and further education is obliged to take any kind of student, even where suitability for a course is doubtful. Recommendations include these: (1) get existing information into the hands of teachers; (2) develop guidelines on what's expected of teachers and support staff; (3) obtain information and training on disabilities, learning styles, and best practices; and (4) develop guidelines on allowable assessment variations (YLB)