The paper aims to analyze and show the situation and needs in schools related to the inclusion of students with disabilities in mainstream education in the Republic of Serbia in the previous decade, during which inclusive education became legally obliged. The study consisted of two parts: a review and analysis of relevant scientific and professional literature, and empirical pedagogical research, that included 234 respondents. Research findings show that the school’s inclusiveness depends on developing relationships, experience, and competence of teachers to work with students with disabilities. The research showed significant challenges of inclusive education and proposed measures to improve it. Improvements in the education system in terms of the education of students with disabilities will contribute to improving the care and sensitivity of the system for the specific needs of other minority groups of students. An action plan to improve inclusive education needs to be adopted.