Despite having signed most international conventions and enacted numerous national legislations related to inclusive education (IE), the Yemen's educational system still faces many problems and barriers that hinder the success of IE programs. This study aims to investigate policies, practices, and barriers of IE for students with disabilities (SWDs) and recommend some measures to improve the current scenario of IE in Yemen. The researchers analyzed relevant national policy documents and academic literature as well as conducted a survey of 14 headmasters and 176 teachers at 14 schools that implement IE. The results revealed that only a limited number of SWDs were attending general schools, which mostly used the resource room model to implement inclusion programs. However, these schools face many problems that undermine the practicing of IE, including lack of adapted curriculum, individualized education plans (IEPs), special educators, assessment tools, and related services. Moreover, the teachers reported financial barriers to implement inclusion programs as well as barriers related to pre-inclusion planning, curriculum, teachers, physical environment, diagnosis and admission, and students with disabilities themselves. This article concludes with some recommendations to improve the current situation of IE in Yemen.