The debate over which education system best serves children with disabilities is a contentious topic in Japan. This is in part because historically, the Japanese education system did not embrace the concept of inclusion of individuals with disabilities in regular mainstream school education. Instead, they established a separate education system, widely referred to as special education, across the country to cater to different disability population. However, in recent years, there has been a gradual shift towards accepting inclusive education, largely driven by Japan’s commitment as a party to the United Nations Convention on the Rights of Persons with Disabilities (CRPD). In 2007, amendments were made to the school act, resulting in structural changes that transformed special schools into special needs education schools. These schools now focus on addressing the educational needs of children rather than focusing solely on their disabilities. Despite these efforts, the UN committee, in its 2022 response to Japan’s progress report, declared that Japan’s endeavors to provide quality education within an inclusive setting with reasonable accommodations remain insufficient. Japanese organizations of persons with disabilities have also lent their support to international initiatives, recognizing a shared responsibility in advancing the cause of inclusive education. In light of this context, drawing from existing literature, activity reports, and discussions with twelve graduate students, including both preservice and in-service teachers, practitioners, and individuals with disabilities, this chapter provides insight into the current context, barriers, and practices related to the implementation of inclusive education in Japan. The chapter utilizes role-playing as an approach to explore critical issues from the participants. Some of the issues participants raised included 1. need for developing strategy to combat risk of potential bullying for children with disabilities by children without disabilities in regular schools; 2. ensuring safe and quality learning for children with disabilities; and 3. increasing resource and teachers to address the key challenges in alignment with Article 24 of the CRPD and other international declarations, including Article 4 of the Sustainable Development Goals (SDGs).