This paper investigates essentials over a decade the KICD, teachers and the government have made considerable investments in providing ICT based instructions to support learners in an inclusive set up. ICT has strongly influenced classroom instructions, it offers access to world of knowledge, provides universal access to learning and ensures ‘’educational for all’’ a realizable dream for 21st century classroom which plays a fundamental role in capitalizing the opportunities offered by new technologies to support full inclusion of all learners in the mainstream education system. Therefore the purpose of the study is to shade light on the available opportunities on the integration of ICT into inclusive classroom, opportunity missed and challenges. It focuses on the strong potential ICT provides to avoid discrimination among the learners. It is based on a descriptive survey design. Stratified sampling was used to select public primary schools. Target population was eighteen public primary schools. Simple random sampling was used to select sample size of six schools and their teachers. Questionnaire and face to face interview were used to collect data. Descriptive statistics which included standard deviation, mean, frequency and percent were used to analyze quantitative data and qualitative by examining recurring themes. The findings indicated that ICT tools and devices play significant role in providing platforms which can address diversity of learners in an equitable manner. Learners miss ICT opportunities because; KICD is not effectively providing digitized content, the government has failed to provide facilities, no follow up and the teachers are not competent to use adapted ICT content. The study recommends that the government should have a comprehensive strategic plan pertaining to integration of ICT in an inclusive classroom, MoEST and KICD to organize regular seminars for teachers to ensure uniform and equal learning opportunities.