This study examines the preferences of regular primary and secondary school teachers in Delhi, India regarding professional development delivery modes in the context of inclusive education for students with disabilities. A total of 223 primary school teachers and 130 secondary school teachers responded to a seven-item Likert-type questionnaire, indicating their preferences for the delivery modes. The teachers were also requested to list additional delivery modes that they would like to see being used while receiving in-service training. Data were analyzed using descriptive statistics, "t" tests and Spearman rank-order correlation. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education.