This chapter moves from the discussion of discourses about teachers as agents of change in general to consider a specific domain of teachers’ practice known as ‘inclusive pedagogy’. Drawing on a decade of international research collaborations in the field of inclusive education, the chapter provides an overview of the kinds of teacher beliefs, knowledge and actions that comprise competence in inclusive pedagogy, and discusses why the development of such competence needs to be located within a wider understanding of the institutional and social structures that create barriers for some learners. The chapter discusses how teachers’ understanding of the requirements of inclusion in education are aligned to specific policy objectives which agents may be inclined to both implement and/or resist. The importance of support systems and teacher collaboration with other actors is emphasised and discussed in terms of its implications for expanding the knowledge base for teachers.