This qualitative study examines the implementation of the Inclusive Education (IE) Program in public elementary schools in Digos City, Philippines, along with the challenges encountered during its implementation. Based on in-depth interviews with school principals and focus group discussions with classroom teachers, the findings suggest that inclusive education supports access to learning, promotes participation, and addresses diverse learner needs through flexible admission procedures, contextualized teaching strategies, and collaborative school practices. Teachers noted improved learner engagement, enhanced sensitivity to student differences, and a stronger sense of shared responsibility in creating inclusive classrooms. However, barriers such as the absence of a concrete IE or SPED curriculum, unclear policy guidelines, lack of trained SPED teachers, insufficient teaching resources, and limited funding were also identified. These challenges point to systemic limitations that hinder the consistent and effective delivery of inclusive education in public schools. The study underscores the need for policy refinement, sustained professional development, and institutional support to strengthen inclusive education practices in the Philippine basic education system.