This descriptive research aimed to determine the extent inclusion skills of the 54 regular education teachers taken through total enumeration of Janiuay Pilot Elementary School, Janiuay, Iloilo, when they were taken as a whole and when classified according to grade level taught, length of service and educational attainment. A duly validated and pilot-tested researcher- made rating scale designed to find out the extent of inclusion skills in terms of assessment, instruction, networking and management with 0.95 alpha reliability was used in this study. In the descriptive analyses, frequency, percentage, ranking, mean and standard deviation were utilized. ANOVA was used as an inferential statistics to find out the significant differences in the extent of inclusion skills of regular education teachers when classified according to certain variables at .05 level of significance. Findings of the investigation showed that the regular education teachers were “highly skilled”. Among the inclusion skills of regular education teachers, management ranked followed by assessment, then networking and the least possessed inclusion skill is the instructional skill. When respondents were classified according to certain variables, the result revealed that no significant difference existed in the extent of skills among length of service and educational attainment. It is in the grade level taught, that a significant difference in the instructional skills of regular education teachers existed.