In this exploratory study focusing on teacher perspective, 46 experienced general education teachers met in focus groups to offer advice for their new colleagues regarding teaching students with disabilities in inclusion contexts. The participants' written and verbal comments were analysed, and results were disaggregated by level of experience (early career, veteran) and type of school (rural, suburban, urban). Nine topics characterised the teachers' responses: instruction, knowing the child, training/resources, policies/procedures, classroom dynamics, communication with colleagues, building self, parent-teacher relationships and understanding inclusion. Recommendations include providing teachers with information regarding school and district policies and procedures and establishing communities of practice as support for new teachers. (Contains 4 tables.)