Inclusive education in the context of Botswana involves addressing the barriers that prevent students with disabilities from fully participating in the activities of the general education schools. A lack of understanding often exists among general education teachers in relation to the implementation of inclusive education in general education classrooms. This qualitative study reports on the daily experiences of eight general education secondary school teachers who are teaching in an inclusive school in the South-Central Region of Botswana. Using interviews and reflective journals, the study investigated teachers' experiences and understandings of the Inclusive Education Policy of Botswana in one secondary school. The data were analysed using content analysis procedures. Key findings revealed that teachers had limited experiences of inclusive education and limited understandings of what it entails in Botswana. The findings further revealed that the participants had both positive and negative experiences in the inclusion setting and that these experiences affected their attitudes and beliefs about inclusion. The implications with respect to inclusive implementation are discussed along with the relevance of professional development opportunities and support.