The movement toward inclusive education has transformed the traditional classroom into a collaborative environment where students are able to learn and grow in their least restrictive environment. Although inclusive practices help promote the social, emotional, and academic growth of all students, there are still barriers that prevent its successful implementation. This qualitative phenomenological research study sought to identify the perceived barriers to inclusive education in the middle school mathematics classroom from a general education and special education teachers' perspective in one suburban school division in southeastern Virginia. Using triangulation, a survey, personal interviews, and a focus group were conducted to identify the perceived barriers to inclusive education. In addition, this study identified strategies to overcome the identified barriers in an effort to promote positive outcomes for all learners. Results of this study revealed four prevalent themes representing perceived barriers to inclusive education: co-teaching relationship, inclusive training, student behavior, and teacher efficacy. Teachers believe that inclusive training on co-teaching models, classroom management, and high-leverage practices is necessary to promote successful implementation within their classrooms. Teachers also concurred that co-teacher planning time is necessary to help foster positive inclusive classrooms that help facilitate a culture of diversity, acceptance, and tolerance. This cultural responsiveness is essential to ensure all students have the essential mathematical skills necessary to succeed in today's world. [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.]