Inclusive education policy and practice are missed aligned. I explored the implementation of inclusive education policy. Using descriptive qualitative design, I interviewed 8 school heads, whom I selected via purposive sampling. Through thematic analysis. I found out that school heads viewed inclusive education as value-driven, shaped by moral and cultural values, while navigating stakeholder expectations and resource limits, fostering resilient, adaptive, and reflective leadership. Education officials may enhance school heads’ attitudes, reduce social pressures, and support reflective, flexible, community-centered practices in implementing inclusive education. Future studies may apply regression and factor analyses to examine and develop measures of attitudes, norms, control, and inclusive education implementation.