The purpose of this study is to explore the lived experiences of public school heads in leading inclusive learning environments, with the aim of gaining a deeper understanding of the challenges, strategies, and successes they encounter. By adopting a phenomenological approach, this study provides a nuanced understanding of stakeholder engagement in educational policymaking, shedding light on the subjective experiences and meanings that shape policy development processes. A total of ten participants were included in this study, with five participating in in-depth interviews (IDI) and the remaining five in focus group discussions (FGD). The findings of this study yield significant implications for teaching practice, school leadership, policy development, and teacher professional growth within the framework of inclusive education. Moreover, shared responsibility for inclusive education within the community emphasizes that inclusion extends beyond the classroom. It calls for collective action from stakeholders teachers, parents, students, local leaders, and community organizations to build a supportive, respectful, and empathetic learning culture. the success of inclusive education depends on a concerted effort from all stakeholders—DepEd, school heads, teachers, and parents. By working together, ensuring continuous professional development, and embracing an inclusive mindset, we can create a supportive, accessible, and equitable educational environment for all students.