Teachers in South Africa deal with the remnants of an inherited education system based on segregation and exclusion of particular groups of students. While the previous practices of segregation resided within the context of racial groupings, exclusionary practices related to disabilities, academic abilities, and language competence are evident today. Even though the lines of exclusion are more permeable today, the conceptual underpinnings that sustain segregation have a residual effect on support for inclusive education and subsequently on quality of teacher support. In this article, the authors explore teachers' voices through interviews at a rural school in the Gert Sibande region in Mpumalanga, South Africa. The participants included teachers, the principal, and support personnel in the region. The authors found three themes with regard to teachers' perspectives on support for inclusive education: (1) perceived lack of skills and competence; (2) large class sizes; and (3) insufficient resources. They conclude that addressing these key areas helps teachers feel that they are empowered and supported for inclusive education.