Emotional and behavioral disorders are challenging for teachers, even when accommodations and adaptations are in place. The gap in teachers professional development in this area, if not appropriately addressed, will likely result in disappointment with the profession, professional burnout and a significant number of teachers leaving the profession. This qualitative case study expects to contribute to leverage the potential of every teacher in Macau SAR to effectively respond to the needs of students with emotional and behavioural challenges. The study focused on types of accommodations in use in classrooms of students with and without exceptionalities, reported by special education teachers. Nine teachers holding training qualifications to teach students with exceptionalities and extended classroom experience were interviewed. The analysis indicated 24 accommodations in use in pre-school and primary years classrooms. While this is a wide range of accommodations, there are valuable accommodations missing from the analysis, which, if in place, could benefit teachers and students alike. In order to foster the sustained development of inclusive education and the successful inclusion of students with emotional and behavioural challenges in general education schools, it is vital to provide teachers� professional development in this area.