Abstract: The Ministry of Education and Training in Eswatini 2019 introduced a Standards for Inclusive Education Policy, which all public schools had to adhere to. In response to the policy, this study sought to develop strategies for inclusive management by a school principal, aimed at aiding primary school principals in leading their schools in a manner that promotes inclusivity. To achieve this goal, a qualitative case study design of one primary school was employed, utilising a purposive sampling approach to select the principal and three senior teachers as participants. Recorded semi-structured interviews were conducted for all the participants, and the data obtained was analysed using thematic analysis. The study identified several strategies for fostering an inclusive educational environment, including adjusting teaching methods, training principals in special education needs, and allocating budget resources to accommodate learners with diverse special needs. Furthermore, the study emphasized the importance of collaborative efforts between all school stakeholders and, the admittance of all children regardless of disabilities. Based on the findings, an inclusive education model will assist the principal in employing inclusive management. A quantitative study encompassing a broader range of schools from all regions of Eswatini is recommended to facilitate the generalisation of these findings to all schools.