The study is aimed at describing the current status of the policy provision and implementation practices of inclusive higher education system in the case of the University of Gondar. To carry out this study, case study survey design along with quantitative and qualitative research approaches was employed. In order to describe the status, descriptive method of study was intentionally used. Qualitative data were obtained through document review and in-depth interviews. Questionnaire was also used to gather data from 170 respondents to concurrently triangulate and support the qualitative data. To meet its purpose, the basic questions: How far does the Ethiopian education and training policy address the issue of inclusive higher education? What is the opinion of instructors towards the learning system of university students with disabilities in the institution? Does the university have technology based learning environment promoting inclusive higher education system for all students with and without disabilities? What basic mechanisms have been in place to promote inclusive higher education for all university students with diverse identities? were reasonably considered and answered. Thoroughly, it was discovered that the majority of university instructors’ awareness toward inclusive higher education practices in their university stay is accounted as good though not rated as high. The university did not have quite inclusive course curriculum serving all university students with disabilities and without though it could be considered as a curriculum with minimal inclusive nature. Of course, the majority of university instructors had consent on that their teaching environment is conducive and encouraging of the participation of all kind learners that can let us have positive judgment toward the prevailing practice of inclusive higher education system being begun in the institution though its existence is so minimal. Hence, Ethiopian higher education learning environment can be easy said than done and responsive for practicing inclusive higher education system. However, with such ups and downs it’s possible to judge that the prevailing learning environment in particular to University of Gondar for practicing inclusive higher education system is pedagogically accounted as minimally responsive. Hence, the degree of implementation of practicing inclusive higher education system in UoG is judged as it’s at the middle-ofthe-road. To end with, the study exceedingly recommends that stakeholders in the field should let the society stand for justice for every individual with various disabilities and eradicate their traditionally adapted high stigma or psychological ignorance against disabled students via research and outreach community services up to each and every household level as much as possible. Hence, it does not become dangerous for them in higher institutions to learn inclusively with other ordinary university students more than ever, especially for those students with severe disabilities. And inclusive education support for university students with various disabilities has to be firmly considered by the federal government of Ethiopia as like as general education students. Meaning, the country should have its own strong inclusive higher education policy through modifying the existing IE/SNE strategy document in line with the prevailing political reform of the government based on the principles of the new education road map as soon as possible.