This research was carried out to examine suitability of the regular school curriculum to learners with disabilities in inclusive classrooms in Kisumu County in Kenya. It has been observed that teachers teaching in inclusive classrooms encounter problems in trying to adapt the curriculum content to accommodate all learners since they respond differently. Although education systems the world over have for long provided special education and related services to students with disabilities in segregated settings, reforms in education have embraced inclusive education as a more appropriate system to educate learners with disabilities. The research used descriptive survey design which utilized more direct methods like questionnaires, interviews, observation and focus group discussion to collect data. The study population included 250 teachers in 25 schools, 25 Head teachers, 8 County Quality Assurance and standards Officers and 6 Educational Assessment and resource Coordinators. Both purposive and saturated sampling were employed to select the units of analysis. Findings of the study showed that the regular primary school curriculum presents serious challenges to teachers in the process of implementation and recommend a review of the pre- service teachers curriculum to equip them with skills and knowledge to lucidly respond to the challenges appropriately.