This article reports on the findings of an embedded mixed-method South African study that investigated the challenges experienced by District-Based Support Team (DBST) members in the sub-directorate of Inclusive Education of a South African province in the execution of their functions. A Likert-scale questionnaire and individual semi-structured interviews were used in the study. The findings showed that the participants experienced a variety of challenges in effectively executing their functions. These challenges included the ineffective integration of Special Schools as Resource Centres into the DBSTs, poor availability of infrastructure, equipment, human and physical resources, insufficient collaboration with the national department of education, a lack in adequate training of DBST members and an insufficient awareness of the role that they play in school communities.