It is important for students with special needs to acquire some skills in inclusive classes. Therefore, basic skills should be determined by teachers working in inclusive classes and it should be ensured that students with special needs transform these skills into behaviors. This study aims to determine the priority skills in inclusive classrooms based on the views of primary teachers. Moreover, the current study focuses on the methods and techniques used during the acquisition of these skills, reveals the problems experienced in the process, offers solutions for these problems. A case study, one of the qualitative research designs, was employed in the current study. The criterion sampling method, one of the purposeful sampling methods was used to determine the study group. Seven teachers working at primary schools in Nevsehir province participated in this study. The data were collected with semi-structured interview questions and analyzed by content analysis technique using an inductive approach. The findings of the study showed that the most important skills that should be acquired in inclusive classes are self-acquaintance, communication, and empathy.