This study assessed the perceived teachers’ competence and benefits of inclusion to learners. There were 63 teachers who answered the survey questionnaires that assessed their perceived competence and benefits of inclusive education. They were identified using cluster sampling. The data gathered were treated using descriptive and inferential statistics. The results revealed that majority of them were in the age range of 33-42 years, had finished their master’s degree with specialisation not related to special education and had served in their school for 8-16 years. They perceived themselves to be highly competent and stated that inclusive education is highly beneficial for learners with and without special education needs. Moreover, their perceived competence is significantly related to the benefits of inclusive education for learners with and without special needs. Hence, school administrators need to validate the teachers’ perceived competence in handling inclusive classes and create programmes geared towards an enhanced inclusive education implementation.   Keywords: benefits, inclusive education, learners, special needs, teachers’ competence