Abstract: The present study examined various strategies for the implementation of inclusive education in public primary schools within Same District. The research was carried out in the Kisima, Hedaru, and Same Wards and encompassed three primary schools. The research employed a case study design utilizing a qualitative technique. Secondary data in the form of documentary reviews was utilized, alongside in-depth interviews with participants, as the primary means of data collection. A purposive sampling method was employed to choose a group of 24 respondents, consisting of 6 regular teachers and 3 head teachers, 3 education officers serving as key informants. Besides, 6 pupils with special learning needs, and 6 normal pupils. The thematic analysis technique was employed for data analysis. The results indicated that the implementation of inclusive education in public primary schools within Same district is hindered by several significant problems, including a lack of suitable solutions, unfavorable attitudes exhibited by instructors towards inclusive education, and insufficient financial resources. The study suggests that the successful implementation of inclusive education in Same district and other regions of Tanzania necessitates the a doption of regional and culturally suitable solutions. It is imperative for the government to make concerted efforts towards augmenting the money allocated for inclusive education. This initiative will contribute to the increased accessibility of inclusive educational materials and resources within inclusive learning environments.