This study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved in its implementation. Significant relationships were found between the demographic variables of school level, years of work experience and participants' knowledge of inclusive education. These findings offer valuable insights into the status of inclusive education in Fiji. Recommendations and implications for practice and future research are provided.