For the past thirty years there's a wide world emergence of a policy of including children with special needs in regular classes (Daane, Beirne-Smith and Latham, 2000). The Inclusion Reform has called for far-reaching conceptual, organizational and structural changes, at the schools. The Israeli corresponding Special Education Law was issued in 1988. This qualitative study closely examines Israeli elementary school teachers' perceptions of the inclusion of children with special needs in their classrooms. Thirty-four elementary school teachers were in depth interviewed about the inclusion of children with special needs in their classrooms. A grounded theory approach was used for coding and interpreting their answers. The teachers conveyed a lack of well-grounded knowledge about the inclusion law and a lack of systemic preparation for the inclusion. Thus they viewed the field as chaotic and themselves as permanently vulnerable to a range of pressure groups, expressing feelings of injustice, failure, and burnout. While trying to cope with those feelings the teachers proclaim shifting most responsibility for the inclusion onto the special education teachers, and make do with a minimal level of action for the purpose of damage control. (Contains 1 figure.)