Inclusive education (IE) aims to ensure that all students, regardless of their abilities, can learn together in the same environment. While this approach promotes equity and inclusivity, it also presents significant challenges for educators, particularly in developing countries like Samoa. This study employed a phenomenological approach to examine teachers’ views on how teaching in an inclusive education classroom impact their wellbeing and mental health. Fifteen Samoan primary teachers from three schools were interviewed through focus group discussions of their experiences of IE. Findings indicated that increased workload, limited training, lack of support, inadequate resources contributed to teacher stress and burn out within the inclusive classroom. The findings have significant implications for teacher training. These insights underscore the need for targeted professional development programs that equip teachers with the skills and resources necessary to effectively manage inclusive classrooms.