It has been reported that English as a second language (ESL) teachers are not trained well enough to teach slow learners in inclusive education. The aim of this study is to explore the challenges that Malaysian English language teachers face in teaching slow learners in the inclusive educational program and to determine their coping strategies. The present study employed a qualitative research method with case study design through face-to-face interviews with three English language teachers from three secondary schools in Malaysia. Five major themes were found through thematic analysis. External and internal factors represented the challenges the teachers faced in teaching slow learners in inclusive education, while teaching resources, remedial activities, and teachers’ skills represented the coping strategies used by the English language teachers.