This study explored the barriers to inclusive education through the experiences of teachers handling students with special needs in inclusive education settings. It examined their lived experiences, coping mechanisms in addressing inclusive classroom challenges, and proposed inclusive education programs based on the findings of the study. A qualitative phenomenological research design was used to capture the realities of teachers as they managed diverse learner needs, adjusted classroom instruction, supported learner participation, and responded to behavioral, communication, and instructional challenges. The participants were teachers from Sto. Tomas West District, Division of Davao del Norte, who had at least three years of experience in teaching or handling inclusive classrooms. Data were gathered through in-depth interviews with four teachers and a focus group discussion with five teachers. Thematic analysis was used to identify patterns and emerging themes from the participants’ narratives. Findings revealed that teachers’ lived experiences were shaped by the development of empathy and professional fulfillment, strengthened inclusive classroom practices, instructional challenges due to limited training and resources, increased workload and classroom management difficulties, and difficulty in communication and learner participation. Teachers reported challenges such as lack of training, insufficient learning materials, large class sizes, behavioral concerns, difficulty providing one-on-one guidance, and learners’ limited ability to express their needs. To cope, they practiced differentiated instruction, simplified instructions and learning tasks, used visual and concrete learning materials, provided peer support, collaborated with teachers, parents, and school heads, and relied on patience, commitment, and willingness to learn. The study further emphasized the need for capacity-building programs, inclusive learning materials, specialist guidance and technical assistance, school-based coaching and monitoring, parent and community partnerships, and inclusive awareness and orientation programs. It is recommended that schools and education authorities strengthen teacher training, provide appropriate instructional resources, improve support systems, promote stakeholder collaboration, and establish sustainable inclusive education programs for learners with special needs.