The author's work as a professor for special and inclusive education in the eastern part of Germany kindled a special interest for Canada for two reasons. First, the result of the international comparative study of students assessment showed Canada as one of the top countries and Germany as one of the countries far behind. Second, the author's interest in inclusive education led naturally to Canada as a country that has made inclusion a hallmark of its educational systems. This article focuses on four areas of comparison: system-wide structural differences, inclusive structures within schools, inclusive processes and performance standards, and some common problems and challenges. This is not a scientific comparative analysis of the two countries, but rather a reflection based on personal experiences and the author's visits to several schools in different parts of Canada.