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 successes of inclusive education implementation in the selected mainstream school. Both the inclusive pedagogical method and the social model of disability approach served as the theoretical foundation for the current investigation. The study was conducted using qualitative research methodology with a case study as the chosen research design within an interpretivist research paradigm. The researcher used non-participant observations and semi-structured interviews to gather data. Interviews with just six individuals and one classroom observation were conducted. The study's conclusions reaffirmed the importance of inclusivity; there were many inclusive practices that were widely used in the study; and the school had achieved several successes, such as the purchase of infrastructure and the successful implementation of intervention programs to improve the learning experience of students who faced barriers. The study suggests that the Department of Education give priority to in-service teachers' initial and ongoing training in inclusive practices for a range of learner disabilities.

Keywords: Successes, Inclusive Education, Implementation, Mainstream Primary Schools, Gauteng, South Africa.