Inclusion education is being implemented all across the world for children with special needs. Specifically, children who have Down syndrome are a population that is beginning to have more inclusive education experiences in their k-12 schooling. Although children with Down syndrome are being included in mainstream classroom settings, studies indicate the perceptions teachers have towards children with Down syndrome in inclusive settings have a significant impact on the child's success, thus emphasising the importance to study the perceptions teachers have towards inclusive programmes for children with Down syndrome. This review of literature analyses 11 studies conducted across the world in order to provide an overview of the overall perceptions teachers have towards inclusion programmes for children with Down syndrome. The results of the 11 studies detail specific reasons for these varied perceptions. Implications for education practice concerning the perceptions teachers have towards children with Down syndrome are also discussed.