Inclusive education during distance learning has presented a great challenge for teachers, and the significant problem was insufficient knowledge about the readiness of teachers from the Republic of Croatia and Bosnia and Herzegovina for working with students with disabilities during distance learning. The aim of this research was to examine the self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning, as well as the connection between those two self-assessments. 175 teachers from Croatia and Bosnia and Herzegovina participated in this research, and the results showed a statistically significant difference in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on their age, country of employment and experience in teaching students with disabilities, and there was also a statistically significant connection between self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning. Apart from that, the results showed no differences in self-assessment of teacher readiness for implementing distance learning based on their age, as well as differences in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on levels of teaching.