Hong Kong Education Bureau does not provide special classes to the students with special educational needs (SEN students). This caused a big learning difference among the inclusive classes and low efficiency in students' learning. At the same time, it also caused teaching difficulties to the Chinese Language teachers of inclusive classes. The author invited eight Chinese language teachers of inclusive classes to take part in in-depth interviews in this qualitative research. Topics explored include teaching strategies, classroom management, school support, teaching stress and professional development. Results show that the teachers generally suffer from a great pressure due to the lack of support system and teaching difficulties.