In this paper, inclusive classrooms in Turkey are described in terms of the characteristics of both classroom teachers and students with special needs. Participants of this study consisted of 54 teachers working in inclusive classrooms and 54 students with mild intellectual disabilities in those classrooms in Turkey. Data for this study were collected using direct observation and survey techniques. According to the results, of a total of 1,448 students in 54 inclusive classrooms, 65 were diagnosed with a disability defined by Guidance and Research Centers, while 87 students had no diagnosis but showed continuous challenges compared to their peers. Of the participating teachers, 81.5% expressed that those students needed to be educated in separate special education settings. Observation results showed that, although Individualized Education Plans (IEP) were prepared for 98.1% of participating students with mild intellectual disabilities, 85.2% of them were not educated according to their individual differences.