The study aimed to examine the challenges faced by pupils with disabilities in accessing primary education at two selected inclusive education piloting primary schools in Livingstone district of Southern Province. The researchers adopted a descriptive case study approach with a qualitative perspective. Data were analysed using the thematic approach. The study found that the views of most school stakeholders were predominantly positive, reflecting an acceptance of the inclusive status of the schools. The absence of significant negative attitudinal barriers, improvements in school accessibility, progress in teacher training and the production of locally made Inclusive Education (IE) modules are noticeable areas of achievement. The study concludes that despite the presence of various exclusionary factors, the two schools have made some observable headway towards the improvement of inclusive learning for children with disabilities. The study puts forward various recommendations for IE implementation and future research in Zambia.