The main purpose of this study was to investigate the practices and challenges of inclusive education inrnDagmawi Birhan government Primary School in Addis Ababa. In order to attain the objectives of thernstudy, 10 special need teachers were selected through purposive sampling and 33 regular teachers werernselected trough simple random sampling methods and filled the questionnaires. In addition, 1 schoolrnprincipal, 1 wereda special needs expert and 5 parents of special needs students were selected byrnpurposive sampling and interviewed. As a result, the data obtained from different sources were analyzedrnusing both quantitative and qualitative methods. Finding reveled that the level of motivation to teachrnstudents with disabilities among the teachers, proficiency of teachers in teaching students withrndisabilities, support of teachers to students with disabilities to carry out practical activities, schoolrnachievement of students with disabilities, on job training for teachers, administrative support fromrnschool, teachers adequate awareness about inclusive education and learners with disabilities andrnallocation of sufficient time to support learners with disabilities at the school are very low. Thernavailability of instructional materials and equipment to implement inclusive eduaction in the school arernalso very low.Negative attitude towards students with disabilities, lack of teachers motivation &rncommitment to treat learners with disabilities, insufficient teaching-learning materials, stationeries andrnassistive devices, rigid curriculum, lack of trained teachers, parents & communities awareness aboutrnchildren with disabilities, inaccessible facility and unsafe school environment are among the majorrnchallenges encountered to practice inclusive eduaction in the school. Based on the findings obtainedrnsome recommendations are suggested such as strengthen school management, creat conduciverneducational settings, provide capacity building trainings ,promote inclusive curriculum in thernschool,establish functional support system, strengthen partnership among stakeholders, continuousrnmonitoring and evaluation on the implementation of inclusive eduaction at School level and Conductrnresearch on the overall outcomes and challenges of inclusive education in the school in order tornalleviate barriers to learning.