This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special-inclusive education and continues with the exploration of Greek teachers' beliefs about disability and inclusion. The insights offered in an analysis of a particular national case study, while not comparative as such, can contribute to the international quest for understanding of the deep structures of beliefs and assumptions upon which surface structures of day-to-day practices in the organization and operation of schools are based. (Contains 1 table and 2 figures.)