This article discusses a recent Australian study that examines the relationship between teachers' beliefs in inclusive education and their levels of teaching self-efficacy, which previous research finds is correlated with more effective teaching practices. Whereas inclusion in the United States usually refers to placing students with disabilities in general education classrooms, in Australia, inclusion is a more holistic approach that recognizes a broader diversity of student strengths and needs and applies to all. This broad definition can result in variations in implementation at the school and classroom levels, resulting in a lack of clarity for teachers and concerns about their ability and efficacy to implement inclusive practices. Given this variation, the researchers sought to understand the extent to which teachers' beliefs about the effectiveness of teaching all students in an inclusive classroom and their beliefs about their own ability to teach all students contribute to their teaching practices. These beliefs impact teachers' planning, lesson design, formative assessments, and responses to challenges in the classroom.