The purpose of this study was to describe the roles and responsibilities of the special education teachers, and challenges they encounter in supporting the inclusion of learners with special educational needs (SEN) in regular primary schools of the south central regions of Botswana. Thirty-eight Senior Teacher Advisors Learning Disabilities (STALDs) were selected using purposive sampling and data were collected through in-depth interviews. Results revealed that most of the STALDs in primary schools in Botswana were not trained in the area of special education and the roles and responsibilities of STALDs were not clearly defined. At the same time, STALDs were concerned about training, planning time, and lack of resources as the predominant barriers for meeting the needs of all students and implementation of inclusive education in Botswana primary schools. The article concludes with a discussion of the implications of this research for continuous professional development and future practice of inclusive education in Botswana.