Inclusion of children with disabilities in today's classrooms poses a challenge to teachers, principals, and parents not only to prepare students with special needs for the classroom, but also to overcome the misconceptions of general education students. The author of this article offers suggestions and strategies designed to help principals and teachers of inclusive schools to promote a positive and accepting learning environment. The benefits of well-designed and supported inclusive classrooms are many. For example, instructional modifications and adaptations introduced by teachers for students with disabilities are often found helpful to other students as well. More importantly, students who learn to understand and accept differences through real-life interactions and experiences are better prepared to handle the diversity of the larger community beyond the school.