This study explored the preparedness of general education teachers of the Island Garden City of Samal to deliver inclusive instruction for students with learning disabilities. This study is grounded in Albert Bandura's theory of self-efficacy. Using a phenomenological approach, data were gathered through semi-structured interviews with six purposively selected teachers actively engaged in inclusive classrooms. The data were analyzed through thematic analysis and found three general themes: (1) continuous training and professional development, (2) the significance of access to teaching materials and school support systems, and (3) how teachers' self-efficacy about their capability affects their instructional style. The results showed that certain teachers felt somewhat ready, while others were keen to do better given their limited training and resources. This highlights the importance of ongoing professional development, improved access to inclusive teaching resources, and greater institutional support for increasing teachers' confidence and effectiveness. This study recommends increasing pre-service and in-service training, offering more inclusive teaching materials, and promoting greater collaboration among educators for facilitating effective inclusive education.