The purpose of the study was to examine elementary level teachers’ beliefs on inclusion and a range of classroom practices that ongoing along with initiatives for inclusiveness. The study focuses on teachers’ experiences and practices used in classrooms, based on data collected from elementary school teachers and classroom observations. The major findings show that, a larger social domain, top-down decision forcing approach can affect teachers own cognitive congruence and their act towards accepting disabilities in classroom. Their belief of responsibilities towards these students are of a range of other stakeholders which significantly reflected in their classroom practices. Teachers clear indication of special schools for students with disabilities challenged the running axiom of “everyone” of inclusive practice in the study. Based on the findings the paper also outlines educational implications.