Educational inclusion remains an area of controversy. While there is a strong moral consensus that children ought to experience a meaningful education irrespective of their ability, the application of this inclusive moral commitment to substantive questions of educational policy and teacher practice remains contentious. In this chapter I argue that the debate over educational inclusion is informed by two rival concepts of education and that the analysis of education foregrounded by the philosopher R.S. Peters can be applied in order to develop a more nuanced account of meaningful access for all students.