This research report focuses on the investigation of the implementation of inclusive education in selected primary schools in the Kenema District of Sierra Leone. The study explored stakeholders’ views on the implementation of inclusive education, examining the attitudes of teachers towards Inclusive Education, determining the level of preparedness of Primary Schools in the implementation of inclusive education, assessing the competences of teachers involved in Inclusive Education and identifying the challenges associated with the implementation of inclusive education. The study used the mixed methodology design as it entailed the collection and analysis of qualitative and quantitative data from the various respondents. The population for this study consisted of male and female teachers in all 444 Government Assisted Primary Schools in Kenema District. In addition, three representatives from the Ministry of Basic and Senior Secondary Education (MBSSE), the Teaching Service Commission, and the Sierra Leone Teachers Union were part of the research. The study revealed that inclusive education is essential despite some challenges including inadequate materials, unfriendly school environments, and shortages of teachers trained in special education. Inclusive education is well perceived by both pupils and teachers, parents, and the community. In conclusion, it will be for no if there is no collaborative effort amongst the various partners to play their part in order to make inclusive education successful for the development of the country.