Recent inquiries into teacher practices for inclusion have shown that teachers are increasingly challenged by dilemmas of practice that complicate their commitments to equity for students from historically marginalized communities, including students with disabilities. This book seeks to understand the ways that teachers’ engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. The authors' purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators. Rather, the goal is to disclose the varied, continually developing and shifting trajectories of practice that encompass the struggles and contradictions that are necessarily subsumed in this work. Simultaneously, these teachers were invited to participate five years later in order for the authors to document and understand their shifting perspectives.