Given federal mandates, public school districts have adopted inclusive practices with the expectation that general education teachers can accommodate students with disabilities. For teacher preparation programs to prepare future teachers for this reality, it is important to understand the composition of a "typical" general education classroom. This study examined the distribution of students with disabilities and types of disabilities in 370 general education elementary classrooms used for student-teaching placements and the relationship between types of disabilities reported and the socioeconomic status of the schools. Results revealed a greater number and wider variety of students with disabilities in general education classrooms than previously reported. The proportion of general education classrooms in schools of high socioeconomic status reporting two categories of disability (speech/language disorders and autism) was significantly higher than in schools of low socioeconomic status. Results are discussed in regard to their implications for teacher preparation programs of study.