This chapter builds on several years of qualitative research in Tajikistan to provide a case study of the interaction between international and domestic legal frameworks and inclusion in education for children assessed with disabilities in Tajikistan. A discourse of progress and continuing tension around conceptions of the best interests of children with disabilities and the opportunities or barriers for inclusive education is established through an analysis of updated laws and relevant policy documents. Sections of the Law on the Protection of Children’s Rights passed in 2015, the Law on Education, which was revised in 2013, and the Law on the Social Protection of People with Disabilities passed in 2010 are all examined for the evolution of terminology as well as understanding and resistance to inclusion. Finally, the chapter explores the experience of civil society groups advocating, and sometimes implementing, inclusive education, finding that policymakers and advocates must have the time, funds, and expertise to continue working through the vast body of regulations and standards that underpin the systems of education, health and social protection as well as the political support to institutionalise their recommendations. They must also have the political will and civic space to continue working together.