While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Through analysis of data from 5348 classroom observations, findings revealed that while teachers spent over 87% of class-time on task, most did not implement high-quality inclusive practices. Teachers also demonstrate similar strengths and weaknesses in inclusive teaching across countries. Additionally, teachers who demonstrate quality inclusive teaching practices are more likely to demonstrate better teaching in other areas. Finally, this study provides evidence that while inclusive teaching is related to effective teaching more generally, distinctions exist between these constructs which warrant separate consideration amongst educators.