Welcome to this themed issue of the International Journal of Whole Schooling. In this issue, teacher educators and researchers from Australia, Canada and the United States of America explore the reciprocal relationship between principles of whole schooling and inclusive schooling. The researchers shed light on systemic challenges that teacher educators must acknowledge in order to prepare teachers to be more effective in the complex world of the diverse classroom. They also offer examples of teacher educators who respond to some of the challenges in the sustained and creative work they do with schools and teachers.