This chapter explores the covariation between inclusive practices and innovative work behavior of primary school teachers in Pakistan. It examines the phases, significance, and challenges with respect to implementation of inclusive teaching practices and innovative work behavior at primary school level. In addition to this, it provides factual data on teacher preparedness, infrastructure support, and financial constraints related to adoption of these practices. The chapter adopted case study method and descriptive survey to obtain qualitative and quantitative data across two different samples. Semi-structured interviews were carried out to gather qualitative data. Interpretive phenomenological analysis was employed to extract themes from this data. Using qualitative analysis of case studies, the chapter highlights both challenges and opportunities associated with adoption of inclusive teaching practices by primary school teachers. Quantitative data was obtained from 260 primary teachers working in Islamabad rural region through questionnaires. Analysis of empirical data emphasizes that a unique blend of inclusion and innovation at primary education level in Pakistan promises to eliminate barriers to learning through synergistic teaching approaches. Findings suggest customizing local curriculum, formulating multigrade classrooms, incorporating available technology, and redesigning teacher training programs. The chapter concludes by proposing strategies for adopting inclusive practices effectively and promoting innovative work behavior to improve student learning outcomes at primary level in Pakistan.