This study examined the effects of multisensory teaching methods on students’ achievement in English in inclusive classrooms at G.S. HVP Gatagara in Rwanda. The study employed a quantitative exploratory research design involving 69 respondents composed of students, English teachers, the dean of studies, and the head teacher. Data were collected using questionnaires, observation, and document analysis. Statistical analysis revealed that 69.6% of respondents strongly agreed that multisensory teaching methods improve English instruction, while 30.4% agreed. Findings further indicated that multisensory instruction positively contributed to students’ English achievement through improved communication skills, increased learner engagement, enhanced memory retention, and better academic performance. However, the implementation of the approach faced challenges including inadequate teacher training (45%), insufficient teaching resources (31.8%), overloaded curriculum content (17.4%), and overcrowded classrooms (5.8%). The study concludes that multisensory pedagogy significantly improves English learning outcomes in inclusive educational settings and recommends strengthened teacher professional development, adequate instructional resources, and institutional support for effective implementation.