Inclusive education pertains to efforts directed towards overcoming the barriers that hinder students' learning and success regardless of their social background, ability, disability, sex, and other conditions. Documented evidence on the implementation of inclusive education showed a link in teachers' and administrators' training needs. This study is conducted to provide empirical evidence on the type of training and support needed for teachers and administrators in secondary schools to reduce restricted environments and enhance achievement of students with special needs. Teachers in this study are those who already teach in the public secondary schools in South East Nigeria while administrators are principals who administratively manage both the human and material resources in the secondary schools. A cross-sectional survey research design using Cluster sampling was adopted in investigating perceptions of 305 teachers and 45 administrators who are currently teaching in secondary schools in the South East Nigeria. Two instruments were used for data collection. The instrument for data collection for the quantitative analysis was a questionnaire designed by the researchers titled Inclusive Education Training Needs Assessment Questionnaire (IETNA_Q) for teachers and administrators. The qualitative method was Inclusive Education Training Needs Interview Schedule (IETN_IS). Four research questions guided the study. One null hypothesis tested at 0.05 level of significance was used to probe further on the study. In order to address the research questions, quantitative methodology was adopted using percentages, mean, standard deviation and t-test for independent sample statistical techniques, while qualitative data obtained were analyzed for the purpose of identifying themes that emerged from the interview data and was used in the discussions of findings. The results show that, generally, teachers understand the concept of inclusive education more than the administrators do. A significant difference was in the mean responses of teachers (M= 86.90, SD= 14.09) and the administrators (M= 79.76, SD = 14.09); t = (348) = 3.175, p =0.002 in managing instruction. However, based on the findings, the researchers recommend that periodical training should be given to both teachers and administrators. The training will enable teachers to be more committed in an inclusive education class while administrators will gain more knowledge and skills to manage inclusive education.