This study focused the Level of Implementation and the Outcomes of Inclusive Education in Public Elementary Schools in Bay District. The study was conducted in 14 selected schools in Bay District. The respondents were composed of two hundred (200) public elementary school teachers. This study used quantitative- correlational research design with the use of researcher-made instrument, and a statistical tool employing mean and standard deviation. The purposive sampling method was used to 200 respondents.  The results intended evidence-based suggestions for bettering the application of policies, guaranteeing that students with disabilities had an equal chance to study and succeed.  Furthermore, correlational analyses demonstrate statistically significant, moderate-to-strong positive relationships between implementation components and outcomes, indicating that inclusive education is not only occurring but is meaningfully associated with academic, social, and engagement gains for diverse learners. Based on the findings, that foundational structures for inclusive education are in place and that learners with diverse needs are experiencing academic progress, social acceptance, and active participation.