This study examined teachers’ perception on Inclusive Education Policy Implementation for the physically challenged students in Junior Secondary Schools in Katsina, Katsina state, Nigeria. Two research objectives and research questions were raised to guide the study. The study adopted a descriptive survey design. The population of the study consisted of all the Public Junior Secondary School (JSS) with a total number of 345 teachers in Katsina metropolis. The sample for this study was drawn from the entire population of the study. Purposive sampling techniques was used to select all the schools. With the aid of Israel (2013) table for determining sample size, a sample size of 235 was determined. Also proportionate sample technique was used to distribute samples based on the population of each school. The researchers’ designed questionnaire was used for data collection after going through proper psychometric test with a reliability index of 0.84 and the analysis of the data collected was based on the research questions raised. The data collected in this study were subjected to descriptive statistics of frequency counts, percentage, mean and standard deviations. The study concluded that, implementation of inclusive education implementation policy benefits to the physically challenged students and there are challenges to inclusive education implementation policy of the physically challenged students in Junior Secondary Schools in Katsina, Katsina state. Thus, the study recommended among others that government should provide grants to State Universal Basic Education Board (SUBEB) for students with physical disabilities at junior secondary schools.