This qualitative study delves into the perspectives of special education teachers on overcoming challenges in mainstreaming practices within inclusive educational settings. Seven special education teachers at Isulan Sped Central School participated in semi-structured interviews to provide detailed narratives, insights, and strategies related to mainstreaming practices. The research aims to elucidate the experiences, barriers, and recommendations of educators directly involved in inclusive education, shedding light on their efforts to navigate the complexities of mainstreaming and support diverse learners effectively. By exploring the unique challenges faced by special education teachers and their strategies for promoting inclusivity, this study seeks to contribute valuable insights to the discourse on inclusive education and teacher support in the field of special education.