Inclusive education acts as vital aspect of the present school curriculum ensuring accessibility and opportunities equally for all without any discrimination. Such approach enables individuals to perceive the notion of full inclusion and thereby help them to develop fundamental skills of life. The Rights of Persons with Disabilities Act, 2016 enacted by the Indian Constitution aims to uphold the principles of inclusive education promoting supportive atmosphere for persons with disabilities at all levels of education. However, besides multiple benefits, the teachers may encounter specific challenges in their teaching-learning situation for implementing such practice in general mainstream education. Therefore, the present research study aimed to analyze the perceptions of secondary school teachers regarding their awareness towards the Act, understandings, and challenges faced in executing inclusive practices in schools. The researchers employed qualitative research approach such as in-depth interviews through semi-structured and open-ended questionnaires to obtain the relevant information. The secondary school teachers constituted the study sample and finally the findings were analyzed thematically. From this research study, the researchers would delve to offer meaningful insights regarding teachers’ perspectives on training needs, awareness on various strategies for inclusive classrooms and policy recommendations to address the contemporary setbacks for inclusive learning.