As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations, subjects and the large numbers of students allocated to each teacher. A qualitative methodology was used to identify the attributes, attitudes, knowledge and skills of inclusive teachers and the optimal means of their acquisition. Inclusive secondary teachers are dedicated, accomplished teachers. They feel empathy for their students and are student-rather than subject-centered. They work and learn collaboratively. Inclusive teachers need special education expertise or to be able to access special education knowledge at the point of need. Just as students with disabilities depend on their teachers, so too are secondary teachers dependent on their schools and systems to provide support during the learning process.