This study assessed on effective implementation of inclusive education in enhancing quality education in public primary schools in Karagwe district. It aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district, the teachers’ awareness of inclusive education in enhancing quality education in public primary schools in Karagwe district and the teaching and learning strategies applied in inclusive public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviourism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six (76) respondents. Data were gathered using questionnaire, interview and observation methods. Data were analysed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. Also, most of the teachers in public primary schools in Karagwe district are not aware about inclusive education, and the teaching strategies applied in inclusive public primary schools in Karagwe district are mainly lecture method, group discussion and questions and answers. The study recommends that inclusive education course should be taught in the teacher’s education curriculum. It further recommends that in-service teachers should get inclusive education trainings to enhance their awareness about inclusive education.