Considering international requirements of inclusive education, there is also a need for subject didactics in teacher education to prepare teachers for inclusive practice. So far, it is conceptually undefined what (future) teachers need to know in order to teach in inclusive settings. From the perspective of primary science education, the field of pedagogical content knowledge is particu-larly relevant with regard to teachers‘ professional knowledge and competencies. The aim of this project is to develop an evidence-based model that reflects the inclusion-related pedagogi-cal content knowledge with special consideration of the area of scientific learning for students in primary science education. In perspective, such a model should serve as an orientation in tea-cher education. The model development comprises a normative-theory-led elaboration and an empirical approach to the recording of demands in inclusive primary science teaching. The em-pirical basis is provided by 12 structured expert interviews with inclusion-experienced teaching staff, evaluated according to the method of qualitative content analysis. The results point to assessment for learning, differentiation by the tasks and adaptive teaching as central demands. With regard to the inclusion-related pedagogical content knowledge, a shift in perspective in favour of a diversity-sensitive teaching design with a starting point for individual learning needs can be observed.