This study investigates teacher perceptions and practices in inclusive classrooms, focusing on supporting students with Emotional and Behavioral Disorders (EBD) in the semi-urban context of Dumangas Elementary Schools in Iloilo, Philippines. Employing a descriptive-correlational research design, data were collected from a sample of 140 randomly selected elementary teachers through structured questionnaires. The study explored teacher demographics, attitudes, knowledge, self-efficacy, practical challenges, and institutional support related to inclusive education for students with EBD. Findings reveal that most teachers are female, predominantly early to mid-career, with limited formal training in special or inclusive education. Overall, teachers exhibited generally positive perceptions towards inclusion and moderate levels of preparedness and confidence in meeting the needs of students with EBD. Significant challenges were identified in the areas of tailored professional development and school environmental support. A strong positive correlation (r = .884, p < .01) was found between teachers’ perceptions of inclusion and their preparedness and confidence to support learners with EBD. The study underscores the need for targeted and sustainable professional development programs, enhanced school leadership support, and resource allocation to empower teachers in effectively implementing inclusive practices. The proposed Professional Development Program aims to build teacher competencies, improve attitudes, and foster collaborative inclusive school cultures. These findings contribute context-specific insights within the Philippine educational setting and offer practical implications for policymakers, school leaders, and educators advancing inclusive education for students with emotional and behavioral challenges.