In Thailand, 408 campuses of the Buddhist Scripture School provide education to orphans, minorities, and disadvantaged children. Approximately 34,000 students are enrolled on the campuses nationwide. These students were ordained as novices and monks. In addition to studying their religious curriculum, they take courses in the general education, including English classes, and can obtain a high-school certificate. However, learning is disrupted regularly due to duties in the Buddhist communities, serving as the officiants of ceremonies, including merit making, funerals, weddings, etc., so their English achievement may not be satisfactory. This qualitative research investigated circumstances, challenges, and approaches to inclusive English education for novices and monks by adopting a critical pedagogy as the theoretical and analytical framework and a phenomenological approach as the methodological framework. The researcher visited a rural temple school to observe classes, inspect documents, and interview students, teachers, and abbots. The results show that most students resided in temples where people speak the Khmer dialect, and there were not enough opportunities to use English. The number of monks had decreased because of migration. Teachers had added responsibilities. Inclusive English education could be achieved by revitalizing the local economy and establishing a mentoring program to motivate them and inculcate student agency.