The study aims to inversigate the implementing process of inclusive vocational education in Georgia from vocational education teachers’ perspectives. Theoretical framework is based on the reports and literature review done by European Agency for Development in Special Needs Education. In addition, presented the main ideas and goals of the project “Implementation of Inclusive Education in Vocational Education and Training (VET) System in Georgia”, which is the baseline of this study. A quantitative research, survey design was elaborated to guide the study. 92 vocational education teachers of students with special educational needs and/or disabilities from six vocational institutions were selected to participate in the study. These six vocational institutions are participants of the governmental project “Implementation of Inclusive Education in Vocational Education and Training System in Georgia” (2013-2016). The teachers’ opinions were obtained using a self-administered questionnaire. The findings are based on the thematic analysis and interpreted within the conceptual framework of the study.