New Zealand, like many countries, is beginning the journey towards a more inclusive education system. This paper examines inclusive education in New Zealand, and in particular policy related to inclusive education. New Zealand has the chance to make inclusion a reality, but as Skrtic (1991) points out this will require a different way of thinking based on a different knowledge base than that of traditional special education paradigms. It is argued that this change must be based on recognition of exclusionary forces within schools and societies and the purposes these are serving. (Contains 1 figure and 3 notes.)