The study examined teacher perceptions in implementing inclusive education to early childhood development learners in Makoni District Primary schools in Zimbabwe. The qualitative research approach was employed in this study and a sample of six teachers were purposively selected from three primary schools that were purposively selected. Interviews, observations, and document analysis were used to gather data from the participants. Findings from the study showed that teachers had mixed feelings about inclusive education. The lack of skills to teach the learners with special needs was found to be the major cause of discomfort among the teachers. It is recommended that the government train teachers in schools to enable them to have basic skills that enable them to help learners with special needs.