The qualitative case study gives an in-depth perspective of the lived experiences shared by administrators regarding the implementation of inclusive education. To answer the questions involving the challenges of inclusion in Nigerian primary schools, an online survey was distributed to purposefully select five administrators to interview. Lev Vygotsky's (1978) Sociocultural Theory of Cognitive Development was applied to further explore how a student's participation in inclusive education can be positively or negatively influenced by culture, language, and social interactions. Administrators strive to apply effective inclusive practices in Nigeria's 6-3-3-4 schooling system by incorporating special needs education. Data showed the implementation of inclusive education in Nigerian private schools is more evident than in Nigerian public schools. The findings generated the following six themes from the study: (1) the challenges and benefits of inclusion, (2) societal stigma and African culture, (3) government and support and resources, (4) professional development and SEN training, (5) parents as stakeholders in the team, and (6) the challenges of enrolling students with disabilities. The implications of the study for practice suggest inclusive education is possible with the appropriate attitudes and sufficient support in place and there is a need to encourage more discussions about inadequate policies. Recommendations for future research include further investigating the challenges of inclusion, attitudes towards persons with disabilities, and professional development for teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]