Over the last three decades, the Iraqi education system has faced significant obstacles as a result of repeated military interventions, economic sanctions, and the breakdown of the Iraqi political and economic systems. As a result, the educational process has been confined by internal and external factors that primarily influence student performance levels. The research aims to discover optimal methods and suggestions to enhance educational standards, foster inclusivity, and enrich the general learning atmosphere within high schools’ establishments in Iraq. This study will employ a qualitative methodology to explore teachers' experiences and perspectives on pedagogical strategies for diverse classroom environments. A questionnaire of three graded scales will be developed to gather data on teachers' experiences, perceptions, and practices regarding pedagogical strategies for diverse classrooms. Three teachers of Grade 12 who were chosen from among those who answered the questionnaire will participate in semi-structured interviews. The interviews go into further detail on the experiences, perspectives, difficulties, and effective strategies that educators have when instructing students in a variety of classroom settings.