This qualitative study presents a description about school planning for children with disabilities education in Tanzania. The study was conducted from September 2014 to April to May 2015 at Nyamagana district. The role of school planning upon children with disabilities access to education in Tanzania were researched through a case study design, and the data were collected through two focus group discussion and three semi structured interviews. The first focus group discussion held consisted of four primary school teachers, and the second focus group discussion consisted of twelve secondary school teachers. Three semi structured interviews used in data collection were conducted with District Educational Officer of Special Need Education. Others were with one headmaster, and the head teacher. The findings of the study were presented according to the research objectives. In connection with how access to education for children with disabilities was provided in Nyamagana district, it was reveled that access to education for children with disabilities was done in two major ways namely; inclusively education and special education in which children with disabilities attend the same school and the same class with normal children. It was found that, although the district contribution is vital to the successful implementation of education for all access to education for children with disabilities face some obstacles namely; financial constraints, insufficient government support and poor infrastructures. The study recommends that school planning upon children with disabilities access to education should be regarded as part and parcel of implementation of education for all.