Myanmar is a country with long-term internal conflict, many ethnic minority children suffering from the lack of access to quality education. To solve that issue, non-governmental schools have been built in armed conflict areas. However, the schools are dealing with many challenges such as lack of resources or threat to security. However, there is a knowledge gap in the area how the non-governmental school leaders are tackling with the challenges and their expectancy to be able to provide quality education to their students. Therefore, in this study, the educational challenges and expectancy of non-governmental leaders from Kachin State and Shan State in Myanmar were explored through the findings from interviews to assist policy makers and other stakeholders in crafting inclusive education in Myanmar. There are three major parts in findings: challenges, overcoming methods, and the opportunities the leaders are seeking. The findings suggest that the urgent need of cooperation of government and ethnic armed organisations on the education of the children, changes in national curriculum, and teacher education. Due to the sample size of this qualitative study, the findings may not be generalised for all the ethnic groups in Myanmar. However, they can help policy makers and other stakeholders with policies for inclusive education as they reflect the real life experience of those working in education sector in armed conflict areas of Myanmar.