This study investigated perception and practice of inclusive education at Menilik II primary rnschool. In this work case study research design was employed with a qualitative approach to rnenable in deepth examining of the phenomena under investigation. The data was collected rnfrom Minilik II grade six to eight students, teachers, principal and sign language interpreterrnin inclusive classes of the school, purposively selcted from the whole target populetion for rnthis study and selected by their detail knowledge on the subject under investigations. The rnfinding of this study identified perception both positive and negative towards the inclusion of rndeaf students in the school community of minilik II primary school. practiclay the students rnare facing some challenges such as isoletion from their hearing peers, emit music their rnfavorite subject, lack of competances in spoken languages tought by deaf teachers,the rneducational matterials such as text books preparetion not considered deaf students, poor rninterpretation in some subjects such as mathimatics, phyisics and chemistry, sign language rnis not properly disgned for the accademic purpose as well the interpreters are not aquinted rnwith the knowledge of Ethiopian sign language. Special need educatin teachers are rncompulsarily asigned to teach other subject out of their professions, general teachers lacks rnproper sign language skills to handle inclusive classes, deaf teachers are hindered to rnproperly deliver spoken language skills these are the major practical challenges found in site rnof this study. Like wise the practice of the school towards inclusive education indicates in rnnegation to the principle of inclusive education which advice locating special need students rnin a regular classes, the practice in the school reveals few hearing students integrated in to rnthe special classes. Additonaly as a ratio of deaf to hearing students in their class is not rnproportional, the educational need of the deaf overwhelm their hearing peers thus delivery rnof equity and fair education become difficult in the school. Like wise the class size is very rnsmall therefore fair competition is not provided for hearing students with other hearing rnstudents in regular classes. In general this work conclude that though most school rncommunity especialy SNE teachers and hearing students have positive perception towards rnthe concept of IE it is practical implementation in the school had variuos shortcoming that rnhinders the program of inclusive eduction not to bear desirable fruit as intended