Everyone, including students with impairments, has the right to access education. Many of these students, however, lack access to education. In this study, we discuss teachers' perspectives concerning students with disabilities in Indonesian inclusive schools. We gathered and obtained qualitative data through observation and in-depth interviews. 32 teachers who teach students with disabilities in inclusive schools participated. Data were analyzed by the Interactive Model of Analysis that comprises four steps: data collection, data display, data reduction, and conclusions. The findings revealed that the teachers' perspectives on inclusive education could be divided into four categories: equality and access, competency and training, caring and empathy, and facilities and human resources. Many obstacles remain in the way of implementing inclusive schools, including a shortage of human resources, limited facilities, and public acceptance of children with disabilities. Teachers in inclusive schools should be trained since the system requires more teachers who can teach children with disabilities. The government should provide sufficient and qualified training. This study is expected to be a source and example in strategic decision-making for policymakers regarding inclusive schools.