Perception of teachers of inclusive education is vital due to the fact that their perspective determines to what extent teachers practice inclusive education. Despite the progress in providing quality inclusive education to learners with special needs, total inclusive education is yet to be embraced. The purpose of the study was to examine the perception of teachers on inclusive education in public regular primary schools in Homa Bay Town Sub County, Homa Bay County, Kenya. The study aimed at finding out the perception of teachers on potential challenges facing them while implementing inclusive education in public regular primary schools. The study sampled six regular primary schools from a total of 20witha total of 99 teachers and 2 Educational Assessment Resource Centre Coordinators(EARC). Using 30% of the target population, a sample size of 30 teachers was selected through simple random sampling technique and 2 EARC coordinators through saturated sampling technique. Data collection instruments used were Interview schedules and focus group discussion guides. Trustworthiness of qualitative instruments was enhanced by data triangulation, member-checking, and external auditors.