In the Philippines, there has been a push to develop inclusive education policies that cater for learners with special needs in mainstreamed classes. However, we need to consider the regular teacher who educates this type of learner. The purpose of the study was to understand the difficulties encountered by regular teachers who have LSENs. A qualitative research design was used to collect data from 15 regular elementary teachers through interviews. According to the findings, the struggles of regular teachers who have LSENs were behavioral management, teachers lack of training, class routine, and parents denial. The regular teachers displayed a negative attitude towards the inclusion of all LSENs and accommodating them with restrictions. It is recommended that the administrator provide varied activities, seminars, continuous trainings, and workshops that enhance teachers attitudes towards inclusive education.