In this article empirical results from a teacher review about general studies in North-Rhine-Westphalia Germany are reported. The article focuses on the use of media in teaching and teachers’ beliefs about practices regarding media in general studies and inclusive education. The study is designed as mixed-methods with a partly standardized questionnaire (n = 80) in the first step, succeeded by expert interviews to deepen up knowledge about teachers’ practices and beliefs. Data is analyzed by using descriptive statistics as far as quantified data is concerned. The interviews are analyzed by using strategies of quality content analysis. Both types of data are triangulated and interpreted under the topic of media use in teaching and influences on these practices. The interpretation is led by the assumption of a particular importance of multiple means of representation and expression in inclusive education in the field of general studies. On the one hand this focuses on a child-centered perspective on learning. On the other hand, resent research shows the influence of available media and materials on teaching practices. To a certain degree teachers’ beliefs and decisions are determined by ready to use teaching aids. Against this background a critical commenting of the reported results is necessary. Concluding the need for future research and development in the field of accessibility and media is emphasized to further inclusive education in general studies.