Abstract. This study examined the level of implementation and challenges of inclusive education among public elementary school teachers in the DepEd Division of Las Piñas City. A quantitative research design was used, with data collected from 251 teachers through structured questionnaires and selected via simple random sampling. The findings indicate a high level of inclusive education implementation, particularly in physical infrastructure, teacher attitudes, awareness, and policies. However, significant challenges remain, such as inadequate infrastructure, teacher biases, lack of awareness, and inconsistent policies. Age significantly influenced the level of implementation, while teaching experience affected the challenges encountered. A weak positive correlation was observed between implementation levels and challenges. To address these issues, the "Inclusive Education Excellence Initiative (IEEI)" was proposed, focusing on professional development, infrastructure improvement, and fostering inclusivity. Recommendations include targeted training for younger teachers, expanding current initiatives, and developing comprehensive support systems.

Keywords: Discriminatory policies; Inclusive education; Physical infrastructure; Professional development; Teacher preparedness.