This study explored the challenges of 15 non-special education (non-SPED) teachers in handling inclusive classrooms at Day-as Elementary School. Using a qualitative-phenomenological research design, the study aimed to understand how mainstream teachers perceive, navigate, and respond to the challenges of teaching students with diverse learning needs. Data were collected through interviews and classroom observations and analyzed using Braun and Clarke’s Six-Phase Framework for Thematic Analysis. Findings revealed that teachers faced difficulties in implementing differentiated instruction due to limited training, preparation time, and confidence in addressing the needs of students with special educational needs (SEN). Limited collaboration with parents, administrators, and SPED professionals further hindered classroom management and progress monitoring. Despite these challenges, teachers employed adaptive strategies, including differentiated assessments, contextualized instruction, and collaborative learning activities, to support student engagement and learning outcomes. Access to teaching resources, mentorship, and administrative support emerged as critical factors in strengthening teacher competence and promoting inclusion. The study suggests the development of a structured capacity-building program emphasizing collaborative professional learning, technology integration, and reflective practice to enhance teacher effectiveness in inclusive settings. Implementing such a program can improve teacher confidence, foster a supportive school culture, and ensure equitable learning opportunities for all students.