Inclusive education policies have been espoused by the Ministry of Education in Brunei Darussalam since the late 1990's. In this paper, the author examines the current state of inclusion in secondary schools throughout the country. Procedures, practices and processes which directly or indirectly impede the realization of national and international imperatives are highlighted. Best practices derived from the literature are recommended to address such challenges. These include a stronger focus upon: the dismantling of organizational barriers to inclusive education; measures to enhance related school and community attitudes; the use of Universal Design for Learning principles and practices; appropriate teacher education and support; collaborative teaching strategies and ongoing dialogue between relevant stakeholders. Modifications to the existing pre-vocational program are suggested, as well as the appointment of special education needs coordinators in all secondary schools.