This qualitative study explores the perceptions, practices, and challenges of teachers and parents supporting inclusive education for students with learning disabilities in elementary schools within Davao City, Philippines. Using constructivist learning theory as its foundation, the research employed semi-structured interviews with 6 participants, three teachers and three parents, and conducted thematic analysis to identify common and divergent viewpoints. Findings reveal that while both groups demonstrate a genuine commitment to inclusion, significant gaps exist in their understanding, resources, and collaboration. Teachers expressed a need for further training and resources, while parents highlighted emotional support and involvement. The study underscores the importance of continuous professional development and structured parental engagement to foster effective inclusive practices. Practical recommendations include policy enhancements, capacity building, and improved stakeholder communication to promote a more inclusive and supportive learning environment for children with special needs.