The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning disabilities. Findings indicate that teacher expectations of classroom organizational behaviors may be dependent on both the compliance and competence of students with learning disabilities. Implications for teacher practice include the need for students with learning disabilities to be given explicit instruction in classroom behavioral expectations in order to be compliant and competent. (Contains 3 tables.)