This study summarizes 20 studies of more than 4600 students in kindergarten through Grade 12. Seven hundred sixty of the students have learning disabilities. The studies cover a 22 year period. They looked at students' views, opinions, and attitudes on teacher practices in inclusive, general education classrooms. Seven areas were explored: (1) Grading practices; (2) Homework; (3) Assignment routines; (4) Helping practices; (5) Instruction; (6) Grouping; and (7) Adaptations. In general, students with and without disabilities have similar beliefs and values on teacher practices in each area. Overall, both groups want the same activities, books, homework, and grading criteria. They believe this to be the most fair. At the same time, the students recognized that not everyone learns in the same way or at the same speed. Students value instructional strategies that are adapted to individual student need. Specifically, teachers are seen as helpful to individual learning when they: (1) slow down instruction when needed; (2) explain concepts and assignments clearly; and (3) teach the same material in different ways so that everyone can learn. [For related report, "Students' Perceptions of Instruction in Inclusion Classrooms: Implications for Students with Learning Disabilities," see EJ594904.]