This study aimed to investigate the perceived understanding and level of involvement of school heads and teachers regarding Inclusive Education in the Division of San Pablo City for the school year 2024–2025. A total of 86 participants, composed of 43 school heads and 43 inclusive education teachers from 33 public elementary and 10 secondary schools, were involved in the research. Using a mixed-methods approach, data were gathered through a customized survey from school heads and inclusive education teachers. Qualitative data were examined using open coding and grounded theory methodology, and the findings were subsequently validated quantitatively through a one-way analysis of variance (ANOVA). Findings revealed that both school heads and teachers demonstrated strong support for the implementation of inclusive education, reflecting a shared understanding and commitment to inclusive practices. Despite these positive attitudes, several challenges were identified, including limited access to professional training, inadequate resources, and the lack of standardized assessment tools. The study highlights the need for targeted interventions in teacher development, infrastructure enhancement, and strengthened community and stakeholder support to ensure the successful implementation of inclusive education.