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The purpose of this article was to provide a thematic summary of current literature combining the topics of evidence-based practices (EBPs) and inclusive settings. We summarized findings from 27 peer-reviewed articles written in English and published between 2012–2022. A systematic, thematic literature review yielded four broad categories addressed in recent publications: using specific evidence-based practices with PK-12 students, teacher education, teachers’ perceptions and attitudes toward including students with disabilities, and collaboration. Within two of those four broad categories, sub-categories also emerged. We discuss the importance of our results and implications for researchers and practitioners.