Inclusive education aims to ensure that all learners, regardless of their abilities, socio-economic backgrounds, or learning difficulties, receive equal opportunities within the same educational setting. Although many countries have adopted policies supporting inclusion, its practical implementation continues to face significant challenges. This paper examines the major barriers that limit effective inclusive practices in schools. One major barrier is the lack of adequate teacher training, which limits teachers’ confidence and skills in addressing diverse learning needs. Schools often suffer from insufficient resources such as assistive technologies, teaching materials, specialized staff, and accessible infrastructure. Large classroom sizes and high student–teacher ratios further complicate the provision of personalized support. Social barriers, including negative attitudes, stigma, and limited awareness among teachers, parents, and students, also restrict meaningful inclusion. Additionally, weak policy enforcement, financial constraints, and institutional resistance slow down the transition from traditional to inclusive systems. Effective collaboration between teachers, parents, administrators, and policymakers is often missing, leading to fragmented efforts rather than a holistic approach. To successfully implement inclusive education, there is a need for sustained teacher training, adequate funding, community awareness programs, and strong policy commitment. Addressing these challenges will help create learning environments that are equitable, supportive, and responsive to the needs of all learners.