The study assessed the Availability and Accessibility of Physical Facilities in Inclusive Primary Schools of Uganda. The objectives of the study were to establish  available physical facilities, find out the extent children with special needs access the physical facilities in inclusive schools and to establish whether the condition of physical facilities affect learning of children with special needs in an inclusive setting. Twenty two inclusive primary schools were selected to be involved in the study. Quantitative and qualitative research methods were used. Data collection strategies that were used are questionnaires and interviews. The study considered independent and dependent variables in the study. The independent variable was availability of physical facilities, accessibility provisions like ramps. The dependent variable was access to physical facilities, use of physical facilities. The target population that was involved in the study included head teachers, teachers, district education officers, commissioners and children with special needs. Sample of 367 respondents from the three colleges were involved; these included 22 Head Teachers, 194 Teachers, 4 District Education Officers, 2 Commissioners and 145 Children with Special Needs. The researcher used interviews and questionnaires to collect data.  Data was analyzed using descriptive statistic applying frequency percentages and chi square. The study revealed that inclusive schools have physical facilities but some physical facilities are not available in all schools like computer laboratory and science laboratory. The study further revealed that some physical facilities are accessible while others are not and that the condition of physic facilities affects learning of children with special needs positively and negatively.