The goal of inclusive education is to guarantee that every student has equal access to education, irrespective of their emotional, social, intellectual, or physical disabilities. Community engagement, professional growth, and thorough planning are necessary for inclusive education preparation and implementation. Reaching this goal requires a multifaceted approach that engages families, empowers teachers, and creates an inclusive learning environment in schools. This study examined the preparedness and level of implementation of inclusive education in the Philippines. This study utilized 248 teachers and 70 school administrators in the Philippines. The designed that was used in this study is the convergent parallel mixed method. It assessed both the qualitative and qualitative data. The study was assessed by both teachers and administrators. It assessed the nine (9) areas in terms of preparedness and the implementation of the inclusive program as to; Leadership and Management, Whole School Development Planning, Whole-School environment, Communication, Student and Staff Well-being, Curriculum Planning for Inclusion, Teaching and Learning Strategies, Support for and Recognition of Learning, and Classroom Management. Based on the quantitative data collected, both teacher and administrator respondents assessment in terms of preparedness is Moderately prepared and Moderately Implemented. On the qualitative data, the researcher interviewed five (5) school administrators and five (5) seasoned teachers. The researcher was able to create nine (9) major themes. These 9 major themes are: Supportive School Climate, Atmosphere of respect, Open Communication, Promoting Socio-emotional Learning, Giving Feedback, Addressing the Needs, Professional Development, Encouragement Learning, and Respecting diversity. The research was able to conceptual the SOAP GAPER model that will help in the delivery of successful model of inclusion in the country. The study recommends that school administrators enhance the teacher development and training. Furthermore, the Department of Education must consider providing tools to teachers who are practicing inclusive education to improve the delivery of teaching and learning.