This study examines teachers understanding of inclusive education in the English education subsystem in Cameroon and the challenges they experience in its implementation. Based on interviews with some selected teachers, the findings reveal a strong focus on students with disabilities as well as the view of inclusive education as the removal of cultural barriers that pervade access and participation in education. The results also indicate policy inadequacies, school organisational insufficiencies, teacher incompetence and societal barriers to be some of the challenges these teachers encounter when implementing inclusive education.