The education system in Zimbabwe has undergone significant transformations since the pre-colonial era, influenced by a myriad of socio-political changes and policy reforms. This chapter selectively employed a desk review of the literature from the past 20 years focusing on the progression of inclusive education policy and practice in the country. The significant finding is that Zimbabwe has committed to the inclusion of children with disabilities in a phased approach from exclusion to institutionalization, then integration towards full inclusion. Both policy and practice of inclusive education in Zimbabwe historically and currently face challenges around the accessibility of physical infrastructure in schools, inaccessible curriculum, unavailability of comprehensive screening and referral systems, lack of capacity on the part of teachers, and the need for policy reviews. However, commendable efforts have been made in recent policy development and teacher training initiatives.