This paper explores the perspectives and lived experiences of practising teachers on the implementation of inclusive education in Vanuatu, a small island developing state with a growing commitment to equity and educational access. Despite ratifying the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2008 and adopting the Inclusive Education and Training Policy 2025-2030, significant gaps remain between inclusive education policy and school-level practice. Barriers include insufficient teacher preparation, social stigma, inadequate infrastructure, and the absence of coordinated support systems. Using a qualitative research approach with a phenomenological design, this study examines how six practising teachers interpret and apply inclusive education principles in their classrooms. Participants were enrolled in the Bachelor of Education in Inclusive Teaching (Primary) at the National University of Vanuatu and were purposefully selected for their hands-on experience working with learners with disabilities in mainstream school settings. Semistructured interviews were conducted, and thematic analysis was used to identify key patterns, meanings, and challenges associated with implementing inclusive education. The findings reveal that while teachers support the philosophy of inclusion and are committed to making education accessible to all learners, they often operate in under-resourced environments with minimal institutional support. Participants relied heavily on improvisation, peer support, and personal initiative to adapt teaching strategies. However, without adequate training, assistive tools, and school-community collaboration, sustainable inclusion remains difficult to achieve. This study highlights the critical importance of teachers’ voices in informing inclusive education policy and practice. It contributes to broader debates on inclusive education in small island developing states and offers policy-relevant insights for strengthening teacher training, disability awareness, inter-sectoral collaboration, and school-level implementation. The findings call for a shift from policy rhetoric to practice that is contextually grounded and supported by systems that value and equip teachers as agents of inclusive change.