This dissertation is a qualitative, ethnographic case study of 3 students with disabilities. The purpose of this research study was to observe and collect descriptive accounts of the social interactions that exist between the cultures in a 5th grade level inclusive classroom, such as the interactions between the special education students, general education students, and the teacher. Descriptors were utilized to create numerical data charts. The students with disabilities were referred to as the nondominant culture (NDC). The general education students were identified as the dominant culture (DC). The general education teacher was referred to as (T). Case study methods were utilized such as formal and informal interviews: student participant interviews, teacher interviews, field notes, and audio tapes and this method assisted in connecting theoretical beliefs to inclusive practices within the research site. These methods were the basis for the data collection schedule that was utilized for the span of this research study. Significant patterns and categories emerged in the data and these key findings were supported by the teacher's theoretical beliefs about inclusion. These findings correlated with the theories of John Dewey and Lev Vygotsky. [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.]