This qualitative study investigated the perceptions, challenges, and coping mechanisms of teachers about the implementation of inclusive education in a laboratory school within Tacloban City. Eight teachers were interviewed in researcher-made semi-structured questions, and thematic analysis revealed a number of salient themes. They emphasize the need for tools, resources, and practical solutions for an effective practice; They highly value inclusivity and have inclusive principles and ethics, but they declare that inclusion is highly dependent on accessibility. They also experience difficulties, such as Limited Teacher Training and Preparedness, Inadequate Learning Resources and Assistive Technology, Structural Barriers (e.g., Big Class Size ) Curriculum Rigidity and Assessment Challenges and policy-practice gaps, which impede full implementation. The study points out ways through which teachers manage or cope with these difficulties, including using adaptive pedagogy through the inclusion of Universal Design for Learning (UDL), personalized-structured supports, continuous professional development, and school-home partnerships. Together with such data, the findings also underline the forcibly critical importance of policy backing and funding, as well as targeting training programs to equip teachers and improve inclusive practices. These findings are important for educators, policymakers, and stakeholders to help strengthen inclusive education and achieve learning equality for all learners.