The study investigated parent and teacher experiences of Zimbabwean inclusive education. Obscurity in inclusive education and methods of effectively practising it, limited research on parent and teacher experiences of inclusive education, and controversies regarding inclusive education all prompted this study. Parent and teacher experiences of Zimbabwean inclusive education have not been adequately investigated, hence their implications for inclusive education practice. The rationale for the study was to obtain sufficient information on the experiences, which could help improve inclusive education. Review of literature indicates that inclusive education is less restrictive and more appropriate than special education although special education formed the ancestry of inclusive education. The idea of inclusive education, rooted in human rights ideology, called for the reorganisation of schools to cater for learner variations. Controversies in inclusive education include whether it should simply be inclusive or fully inclusive, whether emphasis should be on equity or excellence, and whether inclusive education can be dissociated from special education. Parent and teacher inclusive education experiences include schools resisting parents as collaborators, attitudes and expectations towards inclusive education, preferences regarding inclusive education forms and implementation styles, and other concerns about inclusive education. Vygotsky?s constructionist view on disability provided the theoretical framework, providing sources on the perceptions of disability, and measures for catering for learner peculiarities. The study adopted constructivism paradigm, a qualitative design. Parents and teachers of mainly learners with disabilities comprised the study unit, (24, i.e. conveniently and purposively selected unit of 12 parents and 12 teachers). Semi-structured interviews and focus groups were used as the research methods. Ethical considerations observed included ethical clearance and informed consent. To ensure quality research, credibility, dependability, conformability and transferability were ensured. Data were analysed using NVivo and presented primarily in tree diagrams and models. The study results indicate the varying conceptualisations and experiences of inclusive education. Inclusive education beneficiaries include children, parents, communities, and the labour market. Benefits include improved social skills, family cohesion, and community productivity. Experience sharing between parents and teachers was found to be more constructive than otherwise. More awareness campaigns, stakeholder cooperation, infrastructural development, resource mobilisation, and government effort were recommended.