Inclusive education is a process according to which education must be equally accessible to all children regardless of their social, psychophysical, cultural, educational opportunities or ethnic and other differences. Although inclusion in the Republic of Croatia has been implemented for many years, we encounter various problems. Existing research shows that inclusion is influenced by the competencies and attitudes of teachers, prejudices towards inclusion, professional and personal competencies of teachers and professors, the organizational structure and resources of the school and the insensitivity of the public. The problems that arise in the implementation of inclusive practice are numerous and prevent the equal participation of children with disabilities in the education system. Teaching assistants are another important factor in successful inclusion, and their recruitment and collaboration with school teachers is one of the problems. Therefore, the objectives of this paper are to present the factors influencing the implementation of inclusion, to give a critical view of the real functioning of practice in the Republic of Croatia and possible proposals for improving and advancing inclusive practice.