The United Arab Emirates has embraced inclusive education across all academic levels since 2006. However, the degree of teacher acceptance of inclusive practice varies. This mixed-methods case study investigated 48 primary school teachers' concerns, self-efficacy, attitude, and intentions on inclusive pedagogy in English literacy for bilingual dyslexic students aged 5-11. It also identified challenges faced by teachers in mainstream classes. Using correlation analysis, results showed negative associations between teachers' concerns and efficacy, attitude, and intentions for inclusive practices. On the other hand, positive associations were found between teacher efficacy, attitude, and intentions for inclusive practices. Challenges included reconciling the bilingual curriculum for dyslexic students, providing individual support, and managing large class sizes. The teachers underscored prioritizing inclusive support from inclusion champions, offering ongoing professional development, having an additional teacher or skilled assistant in the classroom, and reducing the student-to-teacher ratio in each class as few of the key success factors in inclusive education. [For the complete proceedings, see ED672804.]