General education teachers support the inclusion of students with disabilities, but researchers have found supports for students with disabilities in general education settings to be less than adequate. How teachers make decisions about supporting the learning of included students with disabilities is not well understood and may well be driven by teachers' own beliefs. A better understanding of the relationship between secondary teachers' beliefs and their practices for supporting students with disabilities is critical for efforts to help teachers improve their practice. Four secondary level general education language arts teachers were interviewed and observed 4 times to investigate how their beliefs were related to practices to support students with disabilities. Data were analyzed according to guidelines for grounded theory; the grounded theory was expressed as a series of proposition statements related to the core phenomenon of negotiating support for included students with disabilities. The propositions delineated relationships between teachers' beliefs and practices found in this dataset (Strauss & Corbin, 1990). Teachers' beliefs about the content area, the needs of students with disabilities and their own roles and responsibilities influenced their practices for providing support for their included students with disabilities. The results have implications for researchers, teacher educators, professional development providers and administrators seeking to influence teachers' practice in the area of supporting students with disabilities within general education classes. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]