Curriculum in Zimbabwe has become one of the aspects through which inclusive education can be realized. The purpose of this literature-based chapter was to conceptualize and unmask the inclusive curriculum discourses and practices, identify the conditions of inclusive curriculum and make recommendations about how the curriculum in Zimbabwe can be made more inclusive. It addresses the evolving nature of curriculum and the emergence of inclusive education in the country. The review focused on empirical research papers and excluded those without supportive and realistic evidence. The University of Zimbabwe library was also consulted, and books, articles, theses and electronic sources were perused for relevant, up-to-date literature on the topic of inclusive curriculum development and implementation in Zimbabwe. The study recommends the development of an inclusive curriculum that is implementable in the context of Zimbabwe and offers insights into conceptualizing and unmasking inclusive curriculum discourses and practices in the country.