Inclusive education with emphasis on meeting individual needs has been a priority for last decades in many countries. In Iceland it has appeared in policy documents as individualised or differentiated learning and student collaboration. Consequently, educational authorities stressed different layouts for new school buildings with large open environments encouraging team teaching and flexibility as a way to support individualised learning. Older school buildings were renovated accordingly. In this paper the teaching practices in open plan classrooms are investigated and how they might be different from practices in traditional classroom environment. Multiple methods were used to collect data in twenty schools. Classroom observations were performed in grades one to ten (6 – 16 years)and electronic surveys were conducted among school staff, where teachers responded to statements about their practice. Growing interest in team teaching and more open approach is evident, even though a majority of classrooms still can be considered as traditional. In open classrooms, less time was dedicated to direct instruction and seatwork while more time was used for student group work, fieldtrips and outdoor education. Teachers teaching only or mostly in open classrooms claimed stronger emphases on individualised learning involving more student choice and responsibility for own learning.