This study is qualitative phenomenological research. A Total of 32 respondents consented participation and were purposively selected. The study key question was: How do students with disabilities benefit from inclusive education settings in secondary schools in Tanzania? In-depth interviews and focus group discussions used to collect data, and the data were analysed thematically. Findings showed varied advantages experienced by students with disabilities in inclusive secondary schools. They include: academic, social and physical/tangible benefits. Nevertheless, despite the benefits available in an inclusive education setting, not all students with disabilities benefit from the inclusive approach. The study findings inform that students with physical impairment seem to benefit more while those with hearing impairment benefit less. A number of factors are associated with the mentioned limitation among students with hearing impairment which includes a lack of teachers capable of handling their needs and shortage of learning and teaching materials to support their needs. The author recommends modification of school systems, infrastructure and in-service training for teachers are suggested.