This research study investigates the professional development needs of mainstream teachers in India, teaching in upper primary and secondary classes to cater to a class of diverse learners. The research was conducted in mainstream private, English medium schools in four metropolitan cities of India: Delhi NCR, Mumbai, Bangalore, and Kolkata. A mixed methods and multi-step approach was used for data collection. Stage one utilized an online questionnaire (N=280), while stage two used focus group discussions with teachers and semi-structured interviews with the other key stakeholders: heads of schools, special educators, section heads, and counselors (8 focus groups and 16 interviews). The study explored several aspects of teacher training for inclusion, such as the challenges faced by teachers in catering to the needs of diverse learners, their professional development needs, perceptions of the efficacy of the methods currently used to meet their professional development needs, and suggestions about the content and features of an ideal professional development program (PDP). This paper reports on one aspect of this study- the framework of an exemplar PDP for inclusion. Suggestions for the content of an exemplar PDP comprised knowledge of diverse needs and identification, inclusive teaching practices, differentiated instruction, classroom management, lesson planning, and subject/age-specific training. The standard features mentioned by participants were that the PDP should be practical, regular, conducted at frequent intervals, have follow-ups, provide access to the resource person, and involve interaction with experts and other schools. The insights gained from the research will help define the framework of professional development programs for teachers, thereby influencing policy and practice. It is anticipated that teachers who are trained thus will be more effective in catering to the different aspects of a child’s education and also to the different types of learners, making them learners for life, the key tenets of quality education. [ABSTRACT FROM AUTHOR]