The Inclusive Education Study explored the status of, drivers of, and barriers to inclusive education in Uzbekistan, particularly as they pertain to students with disabilities. The study respondents included 2,560 students in grades 1, 4, 5, 9, and 11 from 10 purposefully selected schools in Namangan and 10 schools in Sirdaryo, as well as 93 teachers, 19 school principals, and 25 caregivers, and 96 community members. The study used Bronfenbrenner’s Ecological Systems Theory along with an adapted Ajzen’s Theory of Planned Behavior as guiding frameworks. The study employed a mixed methods design including screening of students for visual and hearing impairments, qualitative interviews, quantitative surveys, and classroom observations focusing on students screened for potential hearing and vision impairments.