Inclusive education (IE) has become one of the top issues on the international educational agenda over the past two decades. The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2013a) developed an IE policy to cater for learning, health, and psychosocial needs for Palestine refugee students with special educational needs and disabilities (SEND) across its five fields of operation; however, the implementation of this policy in UNRWA schools across Lebanon is still weak and inconsistent. The purpose of this study is to assess IE provision for Palestine refugee students with SEND at an UNRWA lower elementary school in Lebanon. The study employed quantitative approach and adopted descriptive design. Data were collected through questionnaire surveys and structured classroom observations from 142 purposefully and conveniently sampled participants, including teaching staff, parents of students with SEND, and their children in grades 2 and 3. The results showed that students with SEND receive an IE to a large extent, yet teachers' inclusive teaching practices are inconsistent, in addition to poor availability of assistive technologies (AT) and exclusion of students with SEND from classroom routines procedures. The large extent of IE provision for students with SEND reflects UNRWA's commitment to providing high-quality IE for all children, including students with SEND. Recommendations for policymakers and practitioners are provided, and suggestions for future research are presented.