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.