This paper explores features of successful inclusion through examples found in the literature. Schools have been given the imperative to become more inclusive through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more inclusive practice have shared several features, or "ingredients". These have included: developing a shared vision and common definition of inclusion; a process of learning reflecting best evidence synthesis for professional learning and developments, and change that takes place on the cultural level (Timperley, Wilson, Barrar & Fung, 2007). Through self-reflection, planning, acting on those plans, and reflecting on the outcomes (and repeating this ongoing process) inclusive change has developed in a sustainable way. Finally, this paper describes a tool that has been successfully used throughout the world to facilitate this process of change and suggests that it may be a very effective way that New Zealand schools can develop more inclusive cultures. (Contains 1 figure.)