This qualitative study investigates the cultural influences supporting inclusive education in Pakistan, aiming to explore the factors contributing to its promotion and examine the perspectives and experiences of key stakeholders. Employing a phenomenological approach, semi-structured interviews were conducted with 15 Heads of Government Special Education Schools/Centres and five District Education Officers across Pakistan. The objectives were to investigate participants’ perspectives on inclusive education, identify cultural influences shaping inclusive practices, and provide recommendations for policy and practice. Thematic analysis revealed diverse perspectives on inclusive education, emphasizing equity, diversity, and accessibility as fundamental components. Cultural beliefs and values emerged as significant factors shaping inclusive practices, underscoring the need for culturally responsive approaches. Challenges such as limited resources and resistance to change were identified, alongside opportunities for collaboration with stakeholders and policymakers. Recommendations included the development of culturally sensitive policies, implementation of inclusive teacher training programs, and fostering community engagement. In conclusion, aligning policies, resources, and practices with inclusive principles is crucial for creating equitable and accessible educational environments in Pakistan. Continuous collaboration and reflection among stakeholders are essential for meaningful and sustainable change in inclusive education practices.