Inclusive education aims to provide all students equal rights in learning environments, regardless of their backgrounds, deficiencies, or characteristics. It is required for students with special education needs and those with typical development. The global inclusive education movement promotes educating all children in regular classrooms, including those with special needs, through mainstream education. This encompasses all students who face exclusion, discrimination, or disadvantage. This study evaluated teachers' attitudes regarding inclusive education and proposed solutions to instructors' challenges. Using qualitative methodology and a case study design, the research surveyed 330 primary school teachers from Fiji's Western Division to assess their attitudes, perceptions, and challenges. The data were analysed using descriptive statistics. The findings revealed that instructors lacked clarity about inclusive education's definition, with most focusing on basic inclusivity principles rather than instructional techniques. Teachers weren't actively implementing inclusive education, and there were mismatched expectations between the Ministry of Education, school administrations, NGOs, and parents. While some teachers felt moderately qualified, others felt incompetent. Recommendations include organizing expert training, reducing class sizes, improving school conditions and resources, and strengthening school-family partnerships.