Abstract This qualitative study examines the experiences of secondary school teachers in Kosovo who work with students with special educational needs (SEN) in inclusive classrooms. Through semi‐structured interviews with nine teachers, the study explores daily realities, systemic challenges and adaptive strategies in implementing inclusive education. Findings show that teachers demonstrate strong ethical commitment, grounded in empathy and a sense of belonging, and highlight the critical role of collaboration with parents, colleagues and Assistants for Students with SEN. Key barriers include limited adapted materials, insufficient professional development, overcrowded classrooms and inconsistent institutional support; yet teachers adopt creative, context‐specific solutions. The study underscores the importance of sustained professional learning, structured collaboration and integration of support staff. Situating these insights within Kosovo's transitional educational context, the research contributes to global discussions on inclusive education and offers recommendations relevant to other low‐ and middle‐income countries.
Kadriu et al. (Mon,) studied this question.