This study examined strategies used by teachers to support pupils with Special Educational Needs (SEN) in mainstream primary classrooms in Gwembe District, along with the challenges faced and possible improvements. A qualitative approach was used to collect data from teachers and school administrators. Findings showed that teachers use inclusive strategies such as differentiated instruction, scaffolding, and peer learning, though implementation varies due to differences in training and resources. Major challenges included large class sizes, limited resources, and lack of professional support. The study concludes that while inclusive education is being practiced, its effectiveness is constrained by systemic barriers. Strengthening teacher training, collaboration, and adopting structured frameworks like RTI/MTSS and UDL can improve inclusive support.