Low students’ engagement in learning is critical issue. The mediating role of classroom management on the relationship between teacher perception of inclusive education and student engagement in learning was verified. Predictive research design, total enumeration, survey, and mediation analysis were the methods used.  The data from 209 respondents revealed that classroom management fully mediated the relationship between teacher perception of inclusive education and student engagement in learning. This result partly supported the Social Cognitive Theory. Potential mediating variables which may be extracted from qualitative approaches, can be utilized to trace the remaining 42.7% unidentified variance. School administrators may prioritize professional development in instructional management such as differentiated instruction, scaffolding, and inclusive lesson planning to strengthen teaching practices and enhance students’ cognitive engagement in inclusive classrooms.