This paper details the development and operation of a system of inclusive education in India during the latter part of the twentieth and the beginning of the twenty-first century. Through a literature review and the employment of in-depth semi-structured interviews the study sought to determine how inclusion is defined and how the professional development and attitudes of Indian practitioners are affecting the evolution of this educational initiative. The study's conclusion details that inclusion was somewhat of an elusive concept and one that was subject to terminological ambiguity. The authors argue that if inclusive education is truly to become effective then there is a requirement for teachers to gain more knowledge and understanding of how inclusion can be defined and operationalised within the context of the Indian educational system.