Awareness about students with learning difficulty brought us to inclusive learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the inclusive learning environment never occurs. This conclusion bases on this studies analysis taken from interviews with two physics teachers and three blind students who had taken physics course. Assessment process, lecturing methods and used materials which the teachers explained are not appropriate for blind students, so they cannot obtain a chance to participate the physics course. On the other hand, the blind students also not sinless; according to the interview records form a formally inclusive assigned school in Ankara, the blind students feel not ready to include the class. Additionally they confess that inclusive learning environment seems more difficult; they prefer basic designed exams and just sitting in the class to participate a real inclusive environment. (Contains 1 table, 1 footnote, and 1 figure.)