This article reports the findings of the first phase of a case study exploring the impact of collaborative whole-school professional development (CWPD) to enact Level 2 Learning Programmes (L2LP) in a mainstream post-primary school. In Phase 1, a baseline in relation to the school’s existing engagement with and knowledge, practice, and beliefs around L2LP and inclusion, was established in order to ascertain the staff CWPD needs and inform the subsequent design, implementation, and evaluation of the whole-school professional development in phase two which are reported elsewhere (Flood, 2019). Though the research explored the voices of students, parents, teachers, and special needs assistants (SNA), this article will focus on teachers’ perspectives and practices. Sixteen teachers, including the principal and the special educational needs coordinator (SENCO), participated in phase one of the research. The findings suggest that despite a stated commitment to inclusion, there were significant gaps in teachers’ knowledge and understanding of policy in relation to L2LP and how to plan for and implement these in their classroom practice