In this study I used a qualitative phenomenological research design to investigate strategies to mitigate policy-practice mismatches and enhance inclusive education in Malawi. Previous research studies revealed policy-to-practice disparities in Malawian inclusive education. However, the studies fell short in proffering strategies to mitigate the disparities and enhance inclusive education. I argue that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. I draw on Urie Bronfenbrenner's (2005) bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. Sixteen in-depth, face-to-face interviews were conducted with purposely selected teachers from 4 mainstream secondary schools in the Lower Shire, Malawi. I found that some mainstream teachers resist inclusive education and would like learners with disabilities to return to special schools, thus refuting policy directives. As a way forward, I recommend that future policy formulation and implementation in Malawian mainstream education should consider a bioecological systems approach through which policymakers interact with mainstream teachers to improve their perspectives and practices regarding inclusive education. The recommendations made may inform fundamental discourses for inclusive education in primary and secondary schools in Malawi and beyond.