The Individuals with Disabilities Education Act advocates the inclusion of students with disabilities among typically developing students. Students with disabilities receive special education services that accommodate their unique learning needs resulting from their disability. Unfortunately, general education teachers encounter various barriers (e.g., first impressions of students, personal mental health challenges) to optimally implement inclusion practices. Teachers aim to create meaningful relationships with all students. However, first impressions of an individual impact accurate personality perception and interpretations of an individual's behaviors. For instance, a student's problematic behavior may inhibit the developing student-teacher relationship. Furthermore, due to poor work conditions and high expectations to perform, teachers commonly experience burnout, depression, and stress that correlate with struggles to perform at their profession. The present study aimed to assess the impact of descriptive language on a general education teacher's behaviors (i.e., approaches to problematic behaviors) and attitudes (i.e., attributions toward problematic, interpretations of neutral behaviors) toward special education students. The study also aimed to assess the impacts of depression, burnout, and perceived stress on the mentioned behaviors and attitudes. A total of 57 individuals were eligible, consented to participate, and were included in the analyses. Fifty-seven participants read two vignettes in a random order--deficit-based and strength-based descriptive language--and responded to questions about their hypothetical actions towards the students described in the vignettes. Results showed that descriptive language and mental health facilitated GE teachers' attitudes and behaviors towards SPED students. After reading a strength-based description, GE teachers were less likely to engage in passive approaches and were less likely to attribute problematic behaviors to internal factors. Furthermore, GE teachers with a higher sense of personal accomplishment (i.e., self-efficacy and capability) were more likely to engage in directive approaches when addressing SPED students' problematic behaviors even after reading a deficit-based description. Findings can help inform teaching practices develop flourishing student-teacher relationships between GE teachers and SPED students as well as help inform effective supports for educators. Future research should focus on further assessment of GE teacher's relationships and interactions with SPED students as well as continue exploring contributing factors. [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.]