Changes for schools and teachers due to the UN-convention regarding the "Rights of People with Disabilities" subsequently call for new definitions and criteria of ‘quality standards’. However, depending on the perspective of a high school teacher or a special education teacher the definition of ‘quality standards’ may differ (Helmke 2010). One can identify the need for new quality standards within schools to be able to make conceptual changes within inclusive schools. This paper presents an overview of the German situation regarding quality standards within inclusive educational settings and the results from a qualitative study. This study is based on group discussions regarding how regular and special education teachers view changes of ‘educational quality’ within inclusive settings. The results were tabulated based on the thematic and open coding. Expected outcomes are reconstructions of teachers about ‘quality standards’ within an inclusive educational context. Reference: Helmke, A. (2010): Unterrichtsqualität und Lehrerprofessionalität. [Lesson Quality and Teacher professionalism], (3rd edn). Klett & Kallmeyer.