Since the 1994 election, South Africa has moved from a politics of separatism to social justice and inclusivity. The White Paper 6 (Department of Education, 2001) on inclusive education policy emphasizes inclusion of all learners in the basic education system, regardless of disability, race, learning style, HIV status etc. This has brought change to classroom dynamics, where the tradition of the classroom is based on reading and writing for "normal" learners, and diverse learning needs related to impairment is "abnormal". Theories of Inclusive Education underpin this paper. Using a qualitative approach, this study explores learners' experiences in the classroom to assess implementation of Inclusive Education. The study reveals that in South Africa the problem of inclusive curriculum implementation still persists and needs special attention from all stakeholders in education. It is also evident that teachers have not been properly prepared for the paradigm shift needed for implementation of an inclusive curriculum. The losers in the process are the learners, as they continuously have negative experiences in the classroom. The paper concludes that in-depth training of the teachers in Inclusive Education is required to ensure that the paradigm shift from the apartheid education system to Inclusive Education is achieved.