This study explored the lived experiences of general education teachers in applying strategic classroom management within inclusive education settings at Francisca Tirona Benitez Integrated School in Imus City, Cavite. Guided by a qualitative phenomenological design, the study examined how teachers manage diverse classrooms, the challenges they encounter, the strategies they employ, and the recommendations they provide to enhance inclusive practices. Seven general education teachers participated in in-depth interviews, and their responses were thematically analyzed. Findings revealed that teachers balanced curriculum demands with diverse learner needs through lesson modifications, differentiated activities, visual support, and anticipatory planning, demonstrating creativity, empathy, and professional judgment. However, systemic barriers, including overcrowded classrooms, limited training, scarce resources, and insufficient institutional support, often hindered their efforts. Teachers employed proactive classroom management strategies such as reinforcement, peer collaboration, and strategic grouping, emphasizing the role of shared responsibility and community involvement. Based on these insights, the study proposed the Aguillon Strategic Inclusive Classroom Management Framework, a multidimensional model integrating proactive instruction, supportive classroom ecology, continuous teacher development, institutional infrastructure, and collaborative stakeholder engagement. The framework underscored that sustainable inclusive education required aligning teacher innovation with structural investment and collective responsibility, offering practical guidance for fostering equitable, dynamic, and engaging learning environments for all learners.