Inclusive education in Zimbabwe ensures that all learners have equitable access to quality education regardless of their abilities or backgrounds. The country’s commitment to inclusive education is reflected in its policies and programmes, which emphasise the importance of mainstreaming children with disabilities into existing schools. This introductory chapter sets the tone, establishes the context, and outlines the book’s structure. By leveraging literature reviews, policy analysis, and insights from stakeholders, this chapter examines policy structures, challenges, and recommendations for advancing inclusive education in Zimbabwe. It provides insightful discussions on central themes, adding valuable perspectives on the complexities and opportunities in promoting inclusive education across varied socio-cultural settings. Additionally, this chapter offers a summary of the book’s overall content.