Based on an ecological perspective, inclusive education should involve two essential components: a shared ideology of providing a culturally responsive educational system where the needs of every child are met and a school policy geared towards the implementation of inclusion practices, with collaborations among staff members who create sustainable relationships. The study's aim was to gain a better understanding of School Administration Team Members' (SATMs') perceptions of inclusive education in general elementary schools. It was found that although SATMs expressed pro-inclusion ideological statements, they have not yet manifested an ecological view of inclusion "de facto" that is holistic in nature. By and large, respondents expressed reactive rather than proactive perceptions. It appears that collaborations have not yet been initiated where inclusion is discussed, and a shared ideology is constructed. The research suggests that the perceptions of SATMs reflect perspectives of problem solving, survival, and partial collaborative networks that do not fully embrace ecological sustainable perspectives.