In this chapter, I explore the evolving concept of inclusive educationInclusive education, trace its development both in the Australian and international contexts and examine its definitions, interpretations and implementation across contexts. The chapter critically engages with the notion of inclusive educationInclusive education as not only a wicked problemWicked problem, marked by complexity, contested meanings and implementation challenges, particularly in teaching and learning, but an unfinaliseable one. This chapter further considers the growing argument that inclusive educationInclusive education is not a separate initiative, but rather, a hallmark of good education for all learners. In doing so, this chapter positions the IbDInclusion by Design framework as a practical tool in that it helps teachersTeachers move beyond retrofitting inclusionInclusion to instead plan for it proactively and purposefully from the start.