Effective and efficient implementation of Inclusive Education must be carefully and intellectually planned even the smallest details. Inclusive Education has different elements which guide all implementers. This study will look on the professional preparedness of school heads in the Division of City Schools Caloocan on Inclusive Education and further will also be a basis for the Continuing Professional Development of School Heads and teachers. Data for the study were drawn from the public elementary school heads of Caloocan. Questionnaires were culture validated by the Department of Education in 2017. The validated questionnaire was used to gather information about the professional preapredness of scool heads on management and implementation of Inclusive Education. On the basis of findings of the study, the following conclusions were drawn. 1. School heads with a greater number of years in service and number of trainings on inclusive education tends to fully understand the capability of learners with special education needs. 2. School heads are not highly much prepared in the areas of school planning, curriculum provision, learning and teaching and professional development. 3. School heads will be more prepared when it comes to the quality of curriculum provision which includes having curriculum documents and materials and co-curricular and extracurricular activities for learners with special education needs.