The shift in paradigm from exclusion to inclusion in education in Zimbabwe, in alignment with the global world, has resulted in a significant number of children with Autism Spectrum Disorders (ASD) being educated in mainstream primary school classrooms. Consequently, new demands are being made on teachers who are not necessarily adequately prepared for these children. The current study, embedded within the phenomenological approach, interpreted 24 Zimbabwean primary school teachers' responses to individual semi-structured, in-depth interviews on their experiences in the inclusion of children with ASD in mainstream classrooms. Despite participants' apprehension and uncertainty about inclusion, they held positive attitudes and commitment to its practice based on its entrenchment in human rights and social justice. Participants confronted and strategized on curriculum and instruction, communication, social and behaviour issues that interfered with the inclusion of children with ASD in mainstream classrooms. In-school and out-of-school support systems and resources, including the Zimbabwe Schools Psychological Services and Special Needs Education Department, teacher assistants, parents and educational psychologists supported teachers in the inclusion of children with ASD in mainstream classrooms. Professional development of teachers would assist them to support the inclusion of children with ASD in mainstream classrooms. Further research on the experiences of other stakeholders, including typically developing children, school administrators and parents in the inclusion of children with ASD in mainstream classrooms is needed.