Abstract: This study sought to explore the perceptions of primary school teachers on challenges that hinder the implementation of inclusive education programme in Gweru Urban schools. A qualitative research approach was employed in this study. Data were collected through document analysis, face to face in-depth interviews with head teachers, focus group discussions and observations. The documents that were interrogated include school registers and educational policies. Thematic analysis was used to analyse the data. Qualitative data analysis revealed that the inclusive education pilot programme faced an array of challenges. These included lack of sponsorship, lack of both material and financial resources, poor perceptions by teachers, lack of competences by teachers and donor dependency syndrome. It also emanated from the study that teachers had high teacher /pupil ratios which made it difficult for them to attend to pupils with different disabilities. The paper recommends that the issues raised be addressed using research based solutions in order to successfully implement the programme
