Inclusive education should allow the student, no matter what his needs, to find conditions in the regular classroom that contribute to his learning development. However, success for all students remains a challenge for most teachers. This article describes the assessment of a general reflection on how a professional learning community works to foster inclusion and student success. In this article, the inclusive context prevailing in Ontario’s Francophone schools is presented first, followed by characteristics of a school operating as a professional learning community, and a description of its regulatory mechanism. The article concludes with a summary of the results of this three-year study of eight inclusive schools in Ontario using this method. Finally, the article describes the positive effects of working in a professional learning community on both teachers’ pedagogical practices, and on the success of reading students.