During the 19th and 20th Centuries, pupils with disabilities received an education separate from the non-disabled pupils. Today, pupils take advantage of full or partial integration throughout the world. Kenyan schools that offer partial inclusion, allow pupils to participate in classrooms with non-disabled pupils for the majority of the day. The purpose of the study was to establish teacher’s behavior influence on integration of pupils with physical disabilities in public primary schools in Busia County. The study adopted the Ex-post facto research design.The survey covered more than 14,000 households in a total of 600 clusters (436 rural and 164 urban). A sample 200 subjects was drawn composed of 155 pupils 2 head teachers, 2 special needs teachers and 41 pupils with physical disabilities. The research adopted a methodology that comprised of mainly literature review and participatory data collection methodologies namely Key Informant Interviews (KII) and Focus Group Discussions (FGDs). A total of 22 KIIs and 10 FGDs were employed in the collection of data across the two counties and at the national level. Descriptive statistics which includes frequencies and percentages was used to present the study findings. The study concludes that teacher’s behavior in teaching highly influences the self-esteem of pupils with physical disabilities in integrated schools and that the inadequate facilities for pupils with physical disabilities is a barrier to integration. The study therefore recommends that adequate physical facilities and support services should be provided to enhance integration. Regarding the training of the special needs education teachers, the Ministry of Education should enhance further training of all the teachers in integrated schools in order to enhance and update their skills. The research therefore recommends that there is need for improvement of data management for the Children with Disabilities, updating of legislative, policy and institutional responses and monitoring their results, devising a system of education appropriate for the Children with Disabilities, increasing allocation for the education of children with disabilities and structuring it to be more responsive to their needs and improvement of the general welfare of people with disabilities to increase their ability to support themselves.