This study assessed Filipino teachers' proficiency in accommodating students with disabilities in Montana. Utilizing quantitative analysis and a descriptive survey, 36 Filipino teachers in Montana with special needs students participated. Findings indicate a moderate level of knowledge, with no significant grade-level differences but notable distinctions based on educational background. Teachers exhibited a strong willingness to provide accommodations, particularly for students needing extra care, though a slight decrease was observed for those using specific devices or assistive technology. No significant differences were noted across grade levels or educational backgrounds. This underscores the need for tailored training and support programs to bolster educators' inclusive teaching capabilities.