Inclusive education for non-verbal autistic learners relies on educators' ability to interpret non-verbal communication, implement adaptive teaching strategies, and foster supportive learning environments. However, challenges such as inadequate specialized training, difficulty in recognizing non-verbal cues, and limited institutional support hinder effective engagement. This study examines the experiences of teachers working with non-verbal autistic students in inclusive education settings at Christian Life School of Davao Oriental, Inc. Using a qualitative research design, it explores themes related to teacher adaptability, instructional methods, sensory-friendly learning environments, and collaborative support among educators, parents, and specialists. The findings reveal that while educators utilize patience, structured routines, and visual-based teaching techniques to promote engagement, challenges such as frustration in early interactions, reliance on trial-and-error learning approaches, and emotional strain remain prevalent. Addressing these issues requires enhanced professional development programs, mentorship opportunities, and institutional policies that advocate for individualized instruction and assistive communication tools. Strengthening support systems for educators and improving inclusive education policies will lead to a more effective learning experience for non-verbal autistic students, ensuring equitable access to quality education.