The purpose of this phenomenological study was to explore the experience that shaped the viewpoints of English language teachers who had facilitated inclusive classrooms on the implementation of Inclusive Education (IE) in a public national high school in Panabo City. Twelve English language teachers were purposefully identified and were invited for an in-depth interview and focus group discussion. Gathered information were transcribed, coded, and categorized according to themes. The challenges encountered by the English teachers were lack of educational preparation and trainings, dearth of instructional materials and classroom management strategies, insufficient orientation, teachers’ heavy workload, communication barriers, sentiments on class population and diversity of learners, and teachers’ emotional attachment and admiration to selected learners with exceptionality. They coped with the challenges by communicating through secondary channels, advocating values of acceptance, understanding and tolerance, employing practical teaching strategies to promote students’ involvement and exerting extra effort. The insights that they shared included their personal understanding of inclusive education, recommendations to intensify the implementation of the program, realizations and positive change of attitude and perspective, passion for teaching, parent’s vital role, and that maximum tolerance should be practiced. With these results, it was found out that teachers develop positive attitude towards IE if conditions were right.