The purpose of this study was to examine how teachers facilitate learning to learners with disabilities in inclusive classroom. The study seeks to answer the following two main research questions: (1). How teachers' facilitate learning for learners with disabilities in inclusive classroom? (2). what is the effect of using „Teachers for All‟ DVD materials for teachers in influencing teacher-learner interaction, and learner-learner interaction in inclusive classroom?The study was carried out in two selected primary schools situated in Songea Municipality, in Tanzania. Four teachers were purposeful selected as participant of the study. Each of the teachers selected in the study was treated as a case. Qualitative case study design was used in the study. Data had been collected through interview and observation methods. „Teachers for All‟ DVD materials were used for intervention to the selected teachers (case) in the study.The findings of the study show that teachers‟ facilitation of learning to learners with disabilities in inclusive classroom was good for three teachers. The findings obtained from the forth teacher was not good. The use of „Teachers for All‟ DVD materials in the study had brought very encouraging positive results. It led for teachers to improve their facilitation of learning to learners with disabilities in their classroom. Various strategies and techniques had been employed by teachers than the previous findings obtained before intervention. Teachers became more confident; made a mult-use of teaching strategies in involving, encouraging, motivating, eliciting responses, and make learners participate and interact with them. After intervention, the teacher-learner interaction, and learner-learner interaction increased and was more improved. It may be possible that, the materials had stimulated, imparted and shed a new light for teachers‟ understanding of how to manage and teach learners with disabilities in inclusive classroom.Based on the findings, the study concludes with some few recommendations, it includes giving in-service training for teachers, introducing special needs education course (basic introductory courses) for student teachers in teachers colleges, developing and designing flexible curriculum content, provision of adequate teaching and learning resources, and arrangements for seminars and short courses about special needs education for in-service teachers who teach in inclusive classroom without getting basic training in special needs education.