Today's teachers face many challenges, and one of their most challenging tasks is to meet the needs of and support the success of a diverse group of students, including those with disabilities. How confident are elementary teachers in meeting the needs of the students with disabilities in their general education classes? In areas of low confidence, what is the best way to address the teachers' needs? This article presents some literature on inclusive schooling and professional development which can provide guidance to schools for implementing effective professional development activities and which can provide some answers to these questions. (Contains 1 table and 1 figure.)