Thesis (Ph.D.(Curriculum Studies)) -- University of Limpopo, 2017 / Full-service schools have been introduced as a means to pilot the implementation of inclusive education in South Africa. The purpose of the study was to explore whether this model of full-service schools is ready to roll-out the implementation of inclusive education to all schools or not. The study followed a qualitative research approach and a case study design was adopted. Scaccia, Cook, Lamont, Wandersman, Castellow, Katz and Beidas (2015) readiness theory (R = MC2) was adopted. Sixteen teachers (16) and eight (8) Head of Departments (HoDs) from eight full-service schools were recruited to form part of the study. Data was collected through interviews, observations and document analysis. The study came up with five findings: i) the implementation of inclusive education was perceived as a good practice, ii) teachers did not acquire adequate training during pre-service training, iii) insufficient provision of resources, iv) lack of on-going support , and v) lack of collaboration amongst stakeholders. The overall finding of the study is that, although full-service schools in Limpopo Province appear motivated to implement inclusive education, they still lack the capacity to implement it. As a result, full-service schools in Limpopo Province are not yet ready to roll-out the implementation of inclusive education. Recommendations that may assist in realising a smooth roll-out to all other schools have been presented by the study. Keywords: Inclusive education, full-service schools, readiness theory / Humanities and Social Sciences (NIHSS-SAHUDA) and the National Research Foundation (NRF)