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This book comprises a doctoral study focusing on primary school teachers' ideas on the ideology of inclusive education and how these are reflected in their professional work habits and notions of education. The purpose of the study was to explore the interplay between national education policy and teachers' perceptions of their role in the inclusive school. The study is framed within an interpretive paradigm, informed by the theoretical perspectives of social constructionism and post-structuralism. Data were collected through qualitative interviews, teaching logs, document and media article analysis. The findings are introduced in one book chapter and two research journal articles, each representing one particular theme with reference to the research questions. The study makes a theoretical and practical contribution to the continuing debate about inclusive education, its nature and extent, for the benefit of teachers, parents, researchers and policy-makers.