Abstract: The effectiveness of inclusive education relies significantly on teachers’ ability to foster social-emotional learning (SEL) among pupils with diverse needs. This paper investigates how teacher training influences the implementation of SEL practices in inclusive primary school settings in Kongwa District, Tanzania. Using a qualitative approach, data were collected through interviews with teachers and head teachers, focus group discussions with pupils, and classroom observations. The findings reveal that teachers with prior training in inclusive education and SEL displayed greater confidence in employing participatory methods, creating emotionally safe environments, and managing classroom diversity. However, gaps in professional development and limited exposure to SEL frameworks constrained consistent practice. These findings recommend the need for targeted teacher training as a catalyst for effective SEL integration in inclusive classrooms.