The chapter critiques the African approaches to inclusive education as proposed by many education ministries in few selected countries on the continent. Imperative also is to examine the motifs of legitimacy and how these have evolved to date. The approach taken in this chapter is qualitative, supported by document inquiry, and acknowledgement of how inclusive education has been a ‘grey area’ in the provision of quality education. The documents used serve as analytical tools to explore the disruptive and often disastrous methodologies in education in general. The sources consulted has significant implications for the achievement of inclusive education, and with potential for further promotion and development. The argument presented in this chapter advocates for inclusive education to promote equal access to quality education. In doing so, alternative voices from inclusive education scholars are employed as a critical variable in the various approaches to achieving and sustaining such education. The chapter weaves together several threads concerning the challenges of attaining inclusive education and their tendency to divide the education sectors into different factions across the continent. Using inductive content analysis, findings suggest that although attempts have been made to achieve inclusive education, however, there are still challenges to fully realise it.