Inclusive education refers to an educational method that make sure all learners, regardless of their disabilities, background or learning differences, learn together in the same learning spaces where obstructions are detached and individualized supports are given. This study intended to determine the relationships between school administrators’ preparedness and teachers’ preparedness for inclusive education. The descriptive-correlational method was used. A total of one hundred seven (107) respondents answered the survey questionnaire regarding school administrators’ preparedness and teachers’ preparedness in inclusive education. Results revealed that school administrators’ and teachers’ preparedness demonstrated a very high level of preparedness in all domains. Statistical analysis showed very high and significant correlation between administrators’ preparedness and teachers’ preparedness, indicating that strong administrative support substantially enhances teachers’ capacity to implement inclusive practices. While the district has effectively established many inclusive practices, enhancements are still needed in infrastructure accessibility and the availability of assistive devices.