This study investigated strategies used to support pupils with Special Educational Needs (SEN) in mainstream primary classrooms in Gwembe District. It focused on identifying the methods teachers use, the challenges they face, and possible measures to improve inclusive education. A qualitative case study design was adopted, with data collected through interviews, focus group discussions, classroom observations, and document analysis involving headteachers, classroom teachers, and special education teachers.The findings revealed that teachers apply various strategies such as differentiated instruction, peer support, individualized education plans, continuous assessment, and collaboration with parents to meet diverse learning needs. However, several challenges were identified, including large class sizes, insufficient teaching and learning materials, limited training in special education, and negative attitudes toward inclusion.The study concludes that while inclusive education is widely supported, its effective implementation requires improved teacher capacity, adequate resources, and stronger policy support. It recommends enhanced teacher training, better resource allocation, and increased collaboration among stakeholders.