This study examines the current status of inclusive education for students with disabilities in public primary schools in Nghe An Province from teachers’ perspectives. The research employed a questionnaire survey involving 381 teachers directly teaching students with disabilities in inclusive classrooms and in-depth interviews with 14 teachers. The findings indicate that teachers highly agree with the objectives of inclusive education. Activities such as educational planning, development of individualized education plans, and the application of appropriate teaching methods are implemented quite frequently. However, the outcomes achieved have not yet matched the level of implementation, particularly in terms of individualized educational activities, collaboration with families, and mobilization of professional support services. Major challenges include shortages of specialized teaching materials and equipment, inadequate teacher support policies, limited professional competence in inclusive education, and pressure in organizing inclusive classrooms. Based on these findings, the study proposes improving teacher support policies, strengthening specialized teaching materials and equipment, enhancing teachers’ competencies in inclusive education, and promoting effective coordination among schools, families, and professional support services to improve the quality of inclusive education for students with disabilities in Nghe An Province.