This qualitative study was conducted to determine the preparedness of the University of Iloilo-PEN, Basic Education Department towards inclusion. Purposive sampling was employed in identifying the participants of the study. They were the four regular high school teachers and the OIC-Principal for the school year 2014-2015. A validated researcher-made interview schedule was utilize in conducting an in-depth interview. Classrooms observations and documentary analysis were also used to find out the preparedness of the Basic Education Department as a whole and in terms of teacher competencies, instructional practices, classroom practices, administrative support, and physical facilities. The qualitative data analysis through triangulation was done to interpret results. Results of the study revealed that basic education teachers possessed competencies in handling students with diverse needs; however they perceived themselves as poorly equipped in dealing children with special needs. Administrative support was found out to be insufficient due to the absence of policies and procedures for students with special needs, limited standardized assessment without biases, and lack of sufficient staff trainings and seminars about inclusion. The results also revealed that the school was commonly using instructional practices such as peer tutoring, cooperative learning, modelling, collaboration, and remediation of foster learning, Accommodations usually practiced were time extension, seating arrangement, and time allotment when deemed necessary. This study further revealed that partnership with families is vital to the success of an inclusive school. Finally, this study found out that the facilities of the school accommodate children with special needs were ramp at the entrance, restrooms for females and males at the ground floor, spacious classrooms, and clinic at the Basic Education Department. In view of the findings, the following recommendations were made: (1) trainings, seminars, workshops to all the school personnel, most importantly to the faculty members on topics about different disabilities, assessments, and interventions, (2) school administrators may formulate school policies focusing on students with special needs, produce more effective instructional materials that consider all kinds of learners, and construct assessments that are not biased against students with special needs, (3) trainings and workshops about differentiated instruction, (4) the school base its building plan BP 344 otherwise known as the Accessibility Law to accommodate students with disabilities, and (5) another qualitative study on the preparedness of general education teachers towards inclusion in other private and public schools may also be conducted.