Education is a key component of a country’s developmental process. Inclusive education is a kind of education wherein all students including special needs (SN) learners attend and are welcomed by their neighborhood schools in age– appropriate regular classes and are supported to learn to contribute and participate in all aspects of life at school. Neighborhood public schools being at the heart of our communities are essential for quality inclusive education system. Special Needs learners who can benefit from public schools should not be denied the chance to access education nor be taken to special schools. However, inclusive education has been experiencing challenges which may undermine the program’s objectives if not well addressed. The extent to which these challenges could be impacting negatively on inclusive education policy in Kitale Township is however not clear. This is the gap to be filled. The Social Learning Theory guided the study. The study adopted descriptive research design. Questionnaires, interview schedules, and observation checklists were employed in data collection. The target population was 36 head teachers in the public primary schools in the township and 50 SN teachers. The sample size was 76 respondents selected using purposive and simple random sampling. Validity of data collection tools was determined through pilot study and assistance from supervisors. Reliability was tested using the test - retest method and the obtained value was .92. Hypotheses were tested using regression analysis at .05 level of significance. The study found that curriculum factors, teacher attitude, and social interaction had a significant influence on effective implementation of inclusive education policy. The study, therefore recommends more teachers to be employed to handle the large classes, the TSC to consider teachers handling SN learners in inclusive settings for special duty allowances being given to their counterparts in special schools and the curriculum to be evaluated to enhance effective implementation of inclusive education. In addition, review should be done on the part of funding to enable the acquisition of physical facilities and learning materials in public primary schools. Finally, parents, local communities and other education stakeholders should be educated on their roles in the implementation of inclusive education.