This qualitative study examined the perceptions of stakeholders (administrators, principals, teachers, students, parents of students with/without disabilities and community members) in the Kalulushi District of Zambia�s Copperbelt province about their views on inclusive education in their district. The study provided a detailed, comprehensive portrait of the views of stakeholders, a view which can serve as a medium through which Zambia can familiarise itself with issues and concerns surrounding inclusion, anticipate problems and plan strategies for success. This study�s primary purpose was to obtain the perceptions of stakeholders in the district regarding a trial of inclusion and to compare their issues and concerns with those encountered in developed countries. The collection of data was conducted over a period of two months and involved interviews, surveys, and focus groups with all stakeholders and analysis of national and local policy. The thesis provided a rich description and detailed analysis of the views of stakeholders regarding issues and concerns about inclusion. Among the findings are that (a) general economic conditions, restructuring programs and medical and social-cultural issues have a huge impact on the implementation of inclusion; (b) schools in the district have few human and material resources to support inclusion; (c) students with/without disabilities and most stakeholders, except teachers, tend to favour inclusion; and (d) the agenda for donor countries complicate educational reform in developing countries.