The number of individuals being diagnosed with an autism spectrum disorder (ASD) has increased over the past 10 years. As the incidences of this disorder continue to increase, so does the need for general education teachers to understand the benefit of implementing visual inclusive teaching strategies for students with autism. A qualitative research design was used to investigate the effectiveness of general education inclusion classrooms in one Southwest state where at least one student in the classroom was diagnosed with an ASD. Two key elements--organization of the physical environment/classroom and implementation of visual schedules--were observed using the TEACCH Fidelity Checklist (Mesibov & Howley, 2003). Results revealed a significant disconnect between general education teacher knowledge of the needs of students diagnosed with an ASD. Additionally, the need for implementing visual teaching strategies is critical for student success; however, no implementation was being made in the observed general education inclusion classrooms. This study is beneficial to all teachers, educators, and administration because it revealed that without professional development, teachers are not meeting the needs of students diagnosed with an ASD. This study confirmed that students with autism are being included in the general education inclusion classroom; therefore, educators need training and guidance to ensure that all students' needs are successfully being met. [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.]