The purpose of this study was to determine the perceptions and practices of teachers about inclusive education and to propose solutions to the problems experienced by the teachers in the light of the study findings. The study was carried out by qualitative research approach and case study design was used. The participants of the study consisted of 20 primary school teachers who worked in public schools in the 2019-2020 academic year and participated voluntarily in this study. Data were analyzed through descriptive analysis technique. As a result of this study it was found that the teachers experienced a lack of conceptual clarity regarding the definition of inclusive education and a great majority of them focused on the main philosophy of inclusiveness, yet few of them attempted to relate inclusiveness to instructional practices. Moreover, the findings revealed that the teachers did not perform activities directed to the application of inclusive education in their classes and that they had different expectations from the Turkish Ministry of National Education, school administrations, nongovernmental organizations (NGOs), and parents.