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The development of an inclusive education system is regarded as a fundamental pillar for the full participation of persons with disabilities in society. To date, research on inclusive education has been mainly focused on students with disabilities, special education teachers and the role of legislation with less attention being paid to another important player in the implementation of a truly inclusive education system: teachers with disabilities. To address this knowledge gap, in this article we present a literature review, analysing the main findings and contributions from research that examines issues pertaining to teachers with disabilities. Drawing from 53 articles published in English in peerreview journals, the paper identifies four main research topics: (1) Teachers’ life trajectories, educational practices, and challenges; (2) Teacher’s training; (3) Perspectives about teachers with disabilities (among students and school principals), and (4) the underrepresentation of teachers with disabilities in the literature. We conclude arguing that the research agenda on inclusive education would benefit from including the perspective of teachers with disabilities.