This study investigated on accessibility to inclusive education in Public Secondary Schools in Arusha, Tanzania. A total of 360 teachers and students in three sampled districts filled the questionnaire. Data was analyzed using descriptive and inferential statistics. Validity was ensured through expert judgment and reliability of the questionnaire ranged between 0.64 and 0.83 Cronbach‟s Alpha. The study concluded that schools comprise of different learners including those with disability and teachers are prepared to include learners with special needs. Teachers and students are prepared for inclusive education and have positive attitude toward learners with disability. However, there is nonavailability of reading materials for the blind and the school ground is not favorable for them to walk comfortably. There are no wheel chairs for physically challenged students and schools have no ramps and special toilets for learners with disability. Based on these findings, it is recommended that school administration should provide teachers with workshops and seminars on how learners with special needs can be included in the learning process. Teachers should provide appropriate location for visually impaired to sit and ensure availability of reading facilities for the blind. Schools in collaboration with parents should ensure availability of wheel chairs for physically challenged and prepare ramps and special toilet facilities for learners with disability. Finally, schools should increase cooperation with homes on how to assist emotionally challenged learners.