Inclusive education represents a fundamental shift in pedagogical philosophy, advocating for the seamless integration of all learners into mainstream classrooms regardless of their physical, cognitive, or socio-economic backgrounds. This study utilizes a qualitative, phenomenological research design to explore the lived experiences of school teachers and administrators navigating the implementation of inclusive practices in the Indian school context. Drawing on a purposive sample of 15 educators from diverse primary and secondary school settings, the research employs semi-structured interviews and thematic analysis to uncover systemic barriers. Findings reveal five major themes: (1) inadequate infrastructure and assistive resources; (2) a persistent deficit in specialized teacher training and pedagogical confidence; (3) entrenched attitudinal barriers among stakeholders; (4) the rigidity of curriculum and assessment frameworks; and (5) the logistical strain of large class sizes and time constraints. The study identifies that while legislative frameworks like the National Education Policy 2020 (NEP 2020) and the Rights of Persons with Disabilities (RPwD) Act 2016 provide a robust visionary blueprint, a significant gap persists between policy intent and classroom reality. The analysis concludes that successful inclusion requires a move beyond symbolic compliance toward holistic systemic restructuring, grounded in localized support systems and sustained public investment.