The role of inclusive research in understanding inclusive education has been globally emphasized in literature. Promoting inclusive education in a newly established senior high school, students in this study were actively involved as co-creators of knowledge with the aim of transforming pedagogies and classrooms. This study employed grounded theory approach (Strauss & Corbin, 1998) in repeatedly examining the data from the actual participation of 85 senior high school students who expressed their voices on the learning experiences that they had in the first two months of school. Allowing students to become co-creator and co-interpreter of information, the analysis presents richer knowledge on how learning environments such as senior high school classrooms and grounds can be transformed into inclusive educational settings. Although it was easy to collect data, the source which is in the form of documents could be incomplete and limited the researchers in probing information that needed clarification. Inclusive research is crucial in understanding epistemic diversity, which is a domain in the Philippine Professional Standards for Teachers (PPST). This allows teachers and learners to further view education with greater consideration of their acquired knowledge and where everyone in the learning process benefits.