This qualitative study explores teachers’, parents’, and students’ perceptions of three special educational placement models: mainstream, resource room, and self-contained, in five inclusive schools in Bhutan. Data from 15 teachers, 10 parents, and 10 students will be collected via unstructured interviews and analyzed thematically. Guided by the Social Model of Disability and the Least Restrictive Environment principle, the study anticipates that resource rooms will be considered balancing academic support and social interaction, while mainstream fosters inclusion but poses learning challenges, and self-contained provides focused instruction with limited peer engagement. Findings aim to inform policy, practice, and stakeholder-informed placement decisions.