Inclusive education (IE) is at an early stage of development in Bangladesh. In response to international policies and declarations over the past two decades (UNESCO, 1990; UNSCO, 1994, UNESCO, 2000) IE reform in Bangladesh has enacted a number of national policies and developed several professional development initiatives. This paper reports on the challenges identified by school leaders in attempting to implement IE policies in ten regular primary schools in Bangladesh. Interview data were collected from teachers, head teachers, members of school management committees and sub-district education officers. Data were analyzed using a general inductive thematic analysis procedure. The challenges identified by the participants included lack of authority, students' lack of acceptance, non-supportive views of parents and community, teachers' resistance, limited professional development, limited resources, and physical environment. School leaders also suggested strategies to address the identified challenges that included making local authority active, increasing resources and valuing diversity.