Inclusive education for non-verbal autistic learners relied significantly on teachers' ability to interpret non-verbal communication, implement adaptive teaching strategies, and create supportive learning environments. However, challenges such as a lack of specialized training, difficulty in recognizing non-verbal cues, and limited institutional support hindered effective engagement. This study examined the experiences of educators working with non-verbal autistic students in inclusive education settings in Mati City, Davao Oriental, Philippines. Using a qualitative research design, the study explored themes related to teacher adaptability, instructional strategies, sensory-friendly environments, and collaborative support among educators, parents, and specialists. The findings revealed that while educators employed patience, structured routines, and visual-based teaching techniques to foster engagement, challenges such as frustration in initial interactions, trial-and-error learning approaches, and emotional strain remained prevalent. Addressing these issues required enhanced professional development programs, mentorship opportunities, and institutional policies that promoted individualized instruction and assistive communication tools.