Inclusive education (IE) for learners with autism spectrum disorder (ASD) has become a major policy priority. However, its meaning in everyday school and community contexts remains unevenly understood among different stakeholders. This participatory qualitative study examined how teachers, parents/caregivers, and neighbors conceptualized IE for learners with ASD in three urban public primary schools in Dar es Salaam, Tanzania. Data were collected from 30 participants using participant-generated photographs, photo-elicitation discussions, and follow-up unstructured interviews. Photographs and participants’ narratives were analyzed together as a single photovoice dataset using reflexive thematic analysis. Findings indicated that participants generally supported IE in principle but negotiated its implementation through conditions related to learner ability, school capacity, safety, educational expectations, and responsibility for support. Participants prioritized practical outcomes over academic success; they valued togetherness, physical presence, and teacher-led responsibility while giving comparatively less attention to broader rights-based dimensions of IE. Parents and neighbors emphasized belonging and acceptance, whereas teachers emphasized feasibility, specialist support, and practical implementation constraints. The study introduces the concept of conditional inclusion to describe a form of support that extends beyond placement decisions by showing how inclusion is negotiated through local assumptions about learner ability, school capacity, safety, educational expectations, and responsibility for support. These findings suggest that locally grounded community engagement is essential for adapting IE policies and practices for learners with ASD in comparable low-resource urban contexts.