In Limpopo, South Africa, previous research indicates that there is a low level of implementation of inclusion in mainstream schools. The mere placement of LWPD in mainstream schools does not equate to inclusion if their access and participation within the school are not maximised. This study aimed to investigate the teacher related factors that imped inclusion of learners with disabilities in South Africa. This study adopted a theoretical framework that combined the social model of disability and Bronfenbrenner's ecological systems theory. The study was guided by a single case study research design. The sample size of the study comprised 6 teachers who were selected using purposive method. Thematic framework was adopted to analyze data. The findings revealed that the teacher related factors that hinder the implementation of inclusion of LWPD include lack of training on inclusion, lack of knowledge, low self-efficacy, and lack of exposure among teachers in teaching LWPD. The study recommends that Higher Education Institutions that offers Initial Teacher Education should increase opportunities for novices’ teachers to gain exposure in teaching LWD.

Keywords: Teacher related factors, implementation, inclusion, learners with disabilities, South Africa.