The purpose of this study was to investigate teachers’ beliefs about inclusion in public schools in Quirino Province, Philippines, while also examining the effects of gender, the highest level of schooling completed by the teacher, and any teacher who has participated in any continuing education. The study utilized a quantitative-descriptive research design, in which data were collected from 195 public school teachers using a structured questionnaire. To analyze the data, descriptive statistics were used to describe the data set, and inferential statistics were used to make comparisons between groups. Statistical tests performed were the t-test and analysis of variance (ANOVA) to identify whether there was evidence that the groups differed significantly on any of the dependent variables. The results of the study provided evidence that teachers have generally positive attitudes towards inclusion; however, statistically significant differences existed in certain areas, including teachers’ preparedness to manage challenging behaviour, access to instructional materials, and teaching practices that can facilitate an inclusive classroom. Professional development, through attendance in continuing education sessions and/or attending professional development workshops and/or attending conference workshops, significantly impacted teachers’ perceptions and preparedness to provide an inclusive education to their students. Although the overall attitudes of teachers are similar across all demographic variables, the data from the study suggest that there are gaps that exist related to teachers’ readiness and resource sufficiency. The implications of these findings on the need for ongoing professional development, adequate instructional support, and cooperative teaching strategies to enhance inclusive education are discussed. Additionally, this study provides empirical evidence for the development of policies and targeted interventions designed to improve teachers’ competency and implementation of inclusive classrooms, particularly in rural areas.