Professional learning communities (PLCs) have emerged as a crucial element in transforming inclusive teaching and learning practices in secondary schools. This study explored teachers’ perceptions of their weekly school-based PLCs in terms of school leadership support, shared values and vision, collective learning and application, shared personal practice, and supportive structured activities. Guided by the cultural-historical theory, which emphasizes the importance of social interactions and collective learning, this qualitative research sought to address the knowledge gap regarding the role of PLCs in promoting inclusive education in senior high school curricula. The study was conducted within the context of global educational reforms aimed at ensuring equitable access to education for students with disabilities, as emphasized by the Sustainable Development Goals (SDGs). Despite the recognized benefits of PLCs in facilitating teacher development and fostering inclusive practices, the effectiveness of these collaborative structures depend on various factors, including supportive leadership, a collaborative culture, and effective learning activities. This study aimed to provide insights into how PLC improves the current state of inclusive education in senior high schools and identify areas for improvement. The findings of this research have the potential to inform educational policies and practices, ultimately contributing to the realisation of inclusive and equitable quality education for all students, as envisioned by SDG 4.