Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom in combating these problems. Four mathematics teachers taught senior secondary mathematics in three secondary schools in Northern Nigeria for fifteen weeks, adopting the concept of inclusion in their classroom teaching. Using the qualitative case study approach, the researcher used students' interviews and focus group discussions to determine the perceptions, strategies and benefits of using inclusive strategy to mathematics classroom instruction to collect data for this paper. Data collected from focus group interviews were analyzed using grounded theory approach. The results of the study revealed positive changes in students' attitude towards mathematics classroom instructions. This also helped to facilitate students' engagement, collaboration and interest in mathematics during the research as the students felt included in the mathematics classroom instruction. The researchers therefore suggested that adoption of an inclusive mathematics classroom in Nigeria will enable student learning and reduced the teachers domineering attitude during mathematics classroom instruction.