This paper is exploring the perceptions of teachers within their training for development of more inclusive education on Lithuanian vocational schools as gathered in a follow-up study in 2004-6 conducted within and after a piloting project called Transition (in 2003-4). Although the core of the teacher in-service training programme was to develop teacher competences in facilitating the learning of the students with special needs, it was equally important that the teachers gained competencies, which enable them to develop the school as a whole. The aim of the study was to find out whether the support given to vocational teachers in Transition project was supportive enough and what other needs teachers had in supporting studies of SEN students in VET. Additionally, it aimed to gain information also from the students about their experiences studying at vocational schools trying to interpret how the information reflects the teachers' competence development.The data was collected with questionnaire supported with interviews twice from the students in two counties in Lithuania. The first investigation was done in spring 2005 at the end of the second year of vocational studies, and inquiries focused mostly on students' experiences of studying at vocational school. The second interviews were organised in the end of third year in spring 2006 after 3 years of studies again investigating students' experiences on studies but focusing first and foremost on their thoughts of moving from school to working-life.Besides, also teachers were simultaneously interviewed with questionnaires and interviews. In spring 2005 the teachers were asked about the opinions of the students' success within their studies. Teacher or teachers being the tutor(s) of a certain student gave their evaluative opinions of student's success with Likert scale statement also providing some open answers. In spring 2006 the focus was slightly also on students but reflecting in wider sense teachers' experiences of the entire 3-year developmental process they had been through with the students. The data was gathered in a group meeting.All the data was interpreted through qualitative analysis.Based on the interview data it seemed that many of the students had found this experiment valuable for them. Students being present in the project activities as well in the interviews, suggested that this experience had given support on the growth of their self-esteem and to have supported them well. The most radical comment of this kind was one student saying 'this project has changed my life totally'. However, there remains the fact that one third of the students did not pass their vocational exams and they dropped out the system. In spite of that we have a strong belief based on all students' opinion along the process claiming that the process supported e.g. their life-skills and self-esteem and encouraged them onwards. Based on teacher interviews it might be said that involvement of students gave support also for teacher development.On the teacher development level many of the teachers expressed that this experience had raised their awareness of student diversity and how to cope with them. Additionally, they gave opinions that the attitudes towards students as described having special educational needs have changed to be more positive and also promoted pedagogical improvements of procedures with all students. Teachers told to have improved their own skills and working methods with all students. They also suggested attitudes in schools to have changed to be more positive. 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