<p>Thinking skills have been defined as a 21st century skill or general capability required by all students to thrive academically and in life and have become increasingly prominent in curricula internationally. In policy, inclusion is set forth as best practice, thus all students, including students with disability should have access to learning such skills. Yet, there is a dearth of resources available to assess and teach the skills of thinking to students with disability and there are indications that it is not being taught in practice. Teacher perception and practice is a key component of implementation of shifts in curriculum and policy. The aim of the study described in this paper was to capture teacher perceptions of thinking skills instruction of students with disability in Victoria, Australia and their perceived enablers and barriers to its implementation. 240 teachers of 864 students carried out a thinking skills assessment and responded to a series of survey questions. The results indicated that teachers value thinking skills instruction yet can lack resources and training to implement it effectively. Moreover, teacher perception of the appropriateness of thinking skills for students may vary according to type of disability.</p>