Inclusive, or fair and equitable education, is a widely researched and discussed topic in education. While many strides have been made to address inclusion in education, understanding the phenomenon of teachers’ experiences with the implementation of inclusive educational practices in specific contexts is an important and ongoing area of study. In this phenomenological case study, we explored the experiences of nine primary school teachers in Trinidad (only) regarding inclusive practice. Semi-structured interviews with open questions about inclusive education were used for data collection. In addition, we observed teachers for two days, which helped us to gather contextual data, and conducted follow-up interviews as needed. Results indicated several themes including (1) Inclusion as education for ALL; (2) Inclusion as synonymous with differentiation; (3) Inclusion as a focus on meeting benchmarks vs. student progress; (4) Inclusion as meeting individuals’ needs; (5) Inclusion as the need for strategic instruction; (6) Inclusion as leadership. The essence of the phenomenon was identified as “conflicted” and teachers, while desiring to be inclusive educators, also expressed barriers to achieving inclusive education. Further opportunities for professional development in teacher preparation and for in-service teachers seems a necessity that will support successful inclusion education.