Inclusive education, as a philosophy and practice, has been gaining prominence in educational systems around the world. It represents a fundamental shift in the way we perceive and accommodate the diverse needs of students within mainstream classrooms. This study employed qualitative research as the method to Evaluate the Efficacy of Inclusive Education Initiatives at Sta. Maria Integrated School. A qualitative phenomenological study employing in-depth interviews was the design used for this undertaking. Phenomenology searches for the meaning or essence of an experience rather than measurements or explanations. The research participants will be the eight (8) General Education Teachers who are employed Sta. Maria Integrated School. They will be responsible for instructing students in inclusive classrooms can provide information on teaching methods, curriculum adaptations, and their perceptions of inclusive education. significant finding relates to the challenges faced by teachers due to the lack of specialized training in inclusive education. Many educators expressed feeling overwhelmed by the need to individualize instruction and support for each student, particularly without adequate preparation during their pre-service education programs. This underscores the importance of continuous professional development and support to equip teachers with the knowledge and skills necessary to effectively manage diversity in inclusive classrooms. Teachers should advocate for inclusive policies and practices at the school, district, and systemic levels to create supportive environments for all students. This may involve participating in school leadership teams, policy development committees, or advocacy campaigns focused on issues such as inclusive curriculum design, equitable access to resources, and anti-discrimination policies. By amplifying their voices and collaborating with stakeholders across the education system, teachers can drive positive change and promote inclusivity for all learners.