This research study aims to determine the impact of inclusive education on the student's motivation to learn, together with its relationship to the academic performance of the students at Sto. Tomas Senior High School. The result of the study can help the teachers improve their skills in teaching their students, in promoting inclusivity in the classroom and can help students improve their academic performance through motivation and a sense of belongingness. Workshops, peer tutoring program, extracurricular activities, and other activities can be proposed that will help teachers to enhance and develop their skills in teaching the students and promoting inclusivity in the classroom and to motivate students to improve their academic performance. The respondents of the study are the selected senior high school students at Sto. Tomas Senior High School enrolled in the academic year 2023-2024. The researchers were able to enumerate the Grade 11 respondents (155) and Grade 12 respondents (156) with a total of three hundred eleven (311). The researchers used a self-made survey questionnaire to determine the relationship between inclusive education, students’ motivation and academic performance of selected senior high school students of Sto. Tomas Senior High School. The researchers created 41 sets of questions to identify the relationship. The first question is about the proficiency level of the senior high school students. The 20 sets of questions determine students’ evaluation of Inclusive Education, and the level of Students’ Motivation also has 20 sets of questions. To analyze and interpret the data gathered, the researchers used mean and Pearson’s r correlation as a statistical tool. Based on the findings of the study, the researchers concluded that there is a significant relationship between inclusive education, students’ motivation and academic performance of the selected senior high school students at Sto. Tomas Senior High School. Furthermore, Workshops, peer tutoring program, extracurricular activities will improve the educational performance of the students. Moreover, it is recommended for schools to create environments where all students feel valued, supported, and empowered to learn and thrive. Teachers should assess the individual strengths, weaknesses, learning styles, and preferences of each student. This could involve pre-assessments, observations, discussions with students, and input from parents or previous teachers: teachers can adapt their teaching methods, materials, and assessments to accommodate diverse learning styles and abilities, and catering the different learning preferences, and establishing a positive and inclusive classroom culture where diversity is celebrated, and respect is valued that are essential for motivating students. Students may demonstrate respect and acceptance towards their peers, regardless of differences in abilities, backgrounds, or identities, students may also educate their peers and teachers about the importance on inclusivity and diversity. Parents may also support and promote inclusive education; they may collaborate with teachers and school administrators to ensure that their child's individual needs and strengths are recognized and addressed. Future researchers can explore the intersection of inclusive education and student motivation and its role in advancing educational practices and policies, they can deepen the understanding of the complex dynamics at play and contribute valuable insights to the field.