Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their "feelings of entitlement" are based both on their sense of their role and their awareness of their students' successes. However, it is necessary to define the term "teacher entitlement." Every teacher must feel "entitled" to teach, i.e., have the necessary disciplinary knowledge and pedagogical-didactic skills in order to feel confident enough to do so, but should never feel so "entitled" as to ignore that we now live in a dynamic world where approaches to education change much more rapidly and methodologies must adapt. Teachers who base their "sense of entitlement" on their past successes and refuse to adapt are seen as having "excessive entitlement" that harms their students' preparation for life as productive adults. Examining the complexity of teachers' roles through different eras of education and different periods of teachers' careers serves as the core of this chapter which examines teachers' justified and unjustified "feelings of entitlement" and their influence on their work, with particular focus on two issues that affect aspects of "teacher entitlement": inclusion of students with special needs and the effects of cultural diversity on learning development. [For the complete volume, "Understanding Excessive Teacher and Faculty Entitlement: Digging at the Roots. Advances in Research on Teaching. Volume 38," see ED614992.]