This study examines the availability of education for mentally challenged and disabled learners in Zambia, focusing on policy, resources, and access. Using a qualitative approach, data were collected through interviews, document reviews, and observations involving key stakeholders. Findings show that although Zambia has supportive inclusive education policies, implementation remains weak. Limited special schools, inadequate teacher training, insufficient learning materials, and lack of assistive resources restrict effective inclusion. Additionally, socio-economic barriers, urban–rural disparities, and negative societal attitudes further limit access. The study concludes that despite strong policy frameworks, educational provision for learners with disabilities remains inadequate and unequal. It recommends improved policy implementation, increased investment in resources and training, and stronger collaboration among stakeholders to enhance inclusive education.