This article outlines the findings of an Economic and Social Research Council-funded study exploring the role of English state primary schools in promoting positive attitudes towards disabled people. Data emerging from a survey of schools and interviews with teachers are presented. The article considers progress made by schools against particular aspects of the Disability Equality Duty 2006. The project was underpinned by a working model of anti-disablist education resulting from a "conversation" between various models of anti-oppressive education and disability politics. It explores the rationale for a "courageous" form of anti-disablist education, definition of this, schools' engagement in this type of practice and challenges to promoting such an ideal. (Contains 2 notes.)