Education system in Georgia has been design and adapted to well observe the leading principles of accessibility of education and the free choice of education opportunities. Consequently, during the span of the recent years important efforts towards decentralization and democratization of the system have been exerted. As a result of these efforts, the structure of the system has been reviewed and reshaped.The top management of the system involves the parliament of Georgia, the country’s government and the Ministry of Education and Science (MoES) of Georgia. Regarding education aspect of its performance, the parliament is responsible to define a state education policy and determine main directions of the education sector. In its turn, the task of the government of Georgia is to adopt national education acts, shape national objectives of education and decide on the methods and scales of funding of the sector. Finally, the MoES is responsible for the crystallization of national education policy into actual performance of education institutions.Inclusive Education as a new sphere in education system of Georgia, follows the rules that the national and international legislation engages it. The research, which I have chosen concerns the barriers that hinder the developing process of Inclusive Education in Georgia. Every sphere that starts to develop at the beginning always faces the difficulties, which delays implementing process.The barriers, I have found in my data collection will be analyzed by Bronfenbrenner’s “Ecology of Human Development” theory in micro, meso, exso and macro systems.