Inclusive education is a transformative approach aimed at ensuring that all students, regardless of their abilities, socio-economic backgrounds, or disabilities, have equitable access to learning opportunities. It advocates for the dismantling of barriers that hinder learning and participation, ensuring that diversity is not merely acknowledged but actively embraced as a strength within the learning environment. This paper examines the extent to which Higher Secondary Institution in Jabalpur City, both government and private, are prepared for inclusive education. By analyzing infrastructure, policy implementation, faculty training, and student perception, the study highlights gaps between policy frameworks and on-ground realities. The findings are supported by statistical data and graphical representations to offer a comprehensive view of the current scenario.