The realization of inclusive education in South African schools has been controversial. Despite numerous policies enacted, numerous studies have found low levels of implementation of inclusive education in schools. The study aimed to explore School related challenges hindering the implementation of inclusive education in selected schools in Gauteng Province, South Africa. The social model of disability approach served as the theoretical foundation for the current investigation. The study adopted a qualitative research methodology, and a case study research design was utilized. The researcher used non-participant observations and semi-structured interviews to gather data. Interviews with 6 teachers and one classroom observation were conducted. The study findings indicated that the school related challenges include, variance between policies and practice, learner intrinsic defects, limited time to attend diverse learners/individualized instruction, lack of resources, language barrier, and lack of support from the district support teams. The study concludes that there have been major efforts to integrate inclusive policies, some of which have been successful, but that there are still many difficulties in schools. The study recommends that the Department of Education should give priority to in-service teachers' initial and ongoing training in inclusive practices for a range of learner disabilities.

Keywords: School related, challenges, implementation, inclusive education, schools, South Africa.