Inclusive education is a key area of focus in current EU education policy. The EITTT project group comprises three schools and three teacher education institutions (TEIs) who share a commitment to inclusive education and an understanding of priorities to be addressed if such an educational approach is to become implicit in school practice. We are motivated to undertake this project by a belief that the greatest challenge to the advancement of inclusion in schools is teacher resistance, and that this is rooted in inadequacies in both teacher education and school support structures. We acknowledge that appropriate teacher education for inclusion is a fundamental requirement. However, as experienced educators we understand that good inclusive practice in school contexts of ever increasing diversity presents a considerable challenge to even the most experienced teachers. Our view therefore is that high quality teacher education is vital but not sufficient for inclusion. Schools must also respond by putting in place support structures that facilitate teachers’ inclusive practice. In this project consequently, we, as a cross-sectoral group of educators, will exchange learning about what we believe are exemplary practices in our respective TEIs and schools, implement new learning from this and disseminate our learning nationally and transnationally to teacher educators, practising teachers, student teachers, school administrators and policy makers. The teacher education strategies on which we focus have been found to have a significantly positive impact on the development of student teachers’ attitudes, knowledge and skills for inclusion. One such strategy is that of co-teaching, on which we will gain insight at a TEI in Belgium. It involves a host teacher teaching alongside (rather than simply hosting) a student teacher on teaching practice. As the host teacher takes the lead or shares in managing the class, the student teacher has opportunity to learn about various learner needs and appropriate approaches to these. At another TEI in Belgium we will learn how video analysis of classroom interaction between student teachers and their pupils can serve to significantly enhance student teachers’ inclusive communication skills. The experience of an extended placement in a special education setting, as undertaken by student teachers’ at a TEI in Dublin, has been found to markedly impact their attitudes, knowledge and skills for inclusion. The project group will focus on how this learning is mediated via structured reflection following placement.Three areas of structural support in schools have been prioritised and our focus on these will add value to the activities. As the provision of educational supports for migrant/refugee students is now an urgent matter in Europe, we will study the approach of a primary school in Cyprus which has had a long and successful history of such provision. In light of teachers’ well-documented concerns, the question of how best to support the inclusion of students with social/emotional difficulties resulting in ‘challenging’ behaviour, is also a priority consideration. Learning will be shared about one highly effective support system in place at a secondary school in Latvia. High pupil –teacher ratios remain a significant constraint on teachers’ inclusive endeavours. The group will visit a primary school in Finland which is addressing this issue by assigning two teachers (mainstream and special education) to co-teach in classes on a full-time basis, thereby potentially providing greater learning opportunity for all students in the class. This strategy also resolves the still prevalent and counter-to-inclusion practice of withdrawing students from class for special educational support.Project methodologies will include staff and student presentations, discussions, observation in schools and TEIs, job shadowing and study of relevant documents.As the activities of the project proceed, learning about approaches that provide for more inclusive education will be incorporated into school and teacher education practice within the partner schools and TEIs. Feedback on its impact will be sought from teachers, teacher educators, student teachers and school administrators and this learning will then be disseminated via national and transnational networks. The project will highlight key factors undermining the development of inclusive practice in schools, and will provide teachers, school administrators, teacher educators, student teachers and policy makers with insights, understandings and strategies which can counter these difficulties. Given the cross-sectoral teacher/teacher educator composition of the project team, the project has long term potential to very positively impact current and future teachers’ development of inclusive school learning environments for all students.