This study investigates the barriers and coping strategies of English as a Foreign Language (EFL) teachers in implementing Project-Based Learning (PBL) for students in special school, focusing on Sekolah Luar Biasa Negeri Ungaran. Given the diverse needs of students with disabilities, this research aims to identify the primary challenges faced by teachers and the effective strategies they employ to overcome these obstacles. Through in-depth interviews and direct observations, the study reveals that the primary barriers include the diverse range of student abilities and limited resources, both in terms of materials and time. To address these challenges, teachers utilize various coping strategies, such as the use of visual aids, heterogeneous grouping, parental collaboration, and differentiated task assignments. The findings highlight the importance of flexibility and adaptation in teaching approaches to ensure inclusive and effective PBL implementation. This research provides practical recommendations for educators seeking to enhance English language learning for students with disabilities in inclusive settings, ultimately contributing to the development of more responsive and supportive educational practices.