This descriptive study determined the competencies of 31 general education teachers for inclusive education in the District of Janiuay II during the school year 2014-2015. The respondents were randomly selected and classified according to designation, educational attainment, and length of service. Data were gathered utilizing a researcher-made rating scale. Mean, standard deviation, One-way Analysis of Variance, and t-test for independent samples were employed. Significance level for inferential tests was set at .05 alpha. Results showed that general education teachers have "good" competency level for inclusive education in terms of "planning and preparation skills", "teaching skills" and assessment skills, when taken as a whole group. Furthermore, there was no significant differences in the level of competencies of the general education teachers in terms of designation, educational attainment, and length of service. General education teachers in the District of Janiuay II are encouraged to attend seminars and trainings on special education and inclusive education. For teachers who have undergone training, a follow-up evaluation is conducted to determine the extent to which training program is able to deliver its desired outcomes or effects to the direct and indirect beneficiaries of the program. Likewise, general education teachers may also pursue higher education specializing in special education. Since the teacher consider themselves as competent in handling children with disabilities in the general education setting, the district may source out funding and apply for special education center and later on for inclusive education.