This study delves into the attitudes and practices of Madarsa teachers regarding inclusion, access, andthe integration of innovative pedagogies in their teaching practices. The research aims to explore thecomplex interplay between these factors and their impact on the educational experiences of students inMadarsa settings. A mixed-methods approach was employed, combining surveys,with a self madeopen ended and close ended mix questionnaire 75 Madarsa teachers from diverse educationalinstitutions. The study’s findings reveal that while Madarsa teachers generally hold positive attitudestowards inclusion and access, they face significant challenges in implementing these principles in theirteaching practices.Notably, the study highlights the critical role of teacher training and support inpromoting inclusive and innovative teaching practices. The findings also underscore the importance ofcontextualizing pedagogical innovations within the unique cultural and religious contexts of Madarsaeducation.This research contributes to the existing literature on teacher attitudes, inclusive education,and pedagogical innovation, offering valuable insights into the complex dynamics of Madarsaeducation. The study’s recommendations emphasize the need for targeted teacher training,institutional support, and policy initiatives that promote inclusive and innovative teaching practices inMadarsa settings.