The aim of this research was to determine significant the relationships between teachers' self-reported scores on teacher self-efficacy, efficacy in inclusive practices and actual inclusive classroom practices in Tanzanian primary schools with student with disabilities. Seventy-two (72) teachers filled in the Teachers' Sense of Efficacy Scale (TSES) and the Teacher Efficacy in Inclusive Classroom Practices (TEICPS). The Inclusive Practices Classroom Observation Scale (IPCOS) was also used to observe teachers' actual inclusive classroom practices. Findings have revealed a significant positive relationship between teacher self-efficacy and efficacy in inclusive classroom practices. Further, teacher self-reported response scores on the TSES and efficacy in inclusive practice did not reflect their actual inclusive practice. It is recommended that, for better implementation of inclusive practices in schools, efforts be exerted towards the development of teacher personal factors and the modification of the classroom environment.