In Australia, inclusive education is on the agenda of all state governments, with calls being made for genuine reform throughout all school systems. Despite the maintenance of segregated schools and classes for students with certain forms of special educational needs (SEN) or disability in some states and territories, the inclusion movement is supported by a growing assortment of legislation, policies, and guiding documents. As education in this country is primarily a state responsibility, the move towards inclusive schooling for students with SEN varies considerably according to local socio-political, historical, and geographical contexts. Given these circumstances, many mainstream teachers are experiencing difficulties in providing quality education for all students, including those with complex learning needs. A scoping review of the Australian literature related to inclusive education reveals that research to date has predominately focused on investigating teachers’ attitudes and beliefs about inclusion and their professional preparation for working in inclusive settings. Inquiries into effective inclusive pedagogies for classroom use are now emerging, albeit slowly. A case study of practices at a local urban primary (elementary) school illustrates current efforts being used to advance inclusive education in that setting. At the moment, several key challenges need to be overcome for students with SEN to be successful learners in Australian mainstream schools. Strong, collaborative commitment and action by governments are needed to drive the inclusive education agenda forward in this country.