Inclusive education philosophy takes cognisance of the fact that all students can learn and that in the teaching and learning process must ensure that all diverse students’ needs are responded to. This chapter is based on a comprehensive review of the current state of inclusive education in Zimbabwe with the view of making recommendations for a way forward. The review was aimed at analysing the challenges faced by Zimbabwe on the current practices. The review was done based on governance and policy, stakeholder participation, ideology and politics, finance and resources, culture, and practice as well as values, beliefs, and attitudes. This comprehensive analysis is meant to influence the debate about inclusive education among researchers and policymakers.