The paper demonstrates that a majority of the students with disabilities in Ghanaian classrooms (in Accra and some rural areas in Eastern Region) did not have their disabilities detected or identified by professionals. The paper also shows that vision impairment is the most common problem reported by the teachers in the schools, especially in Accra. Also, most of the teachers did not have any training in teaching children with disabilities. This situation limits their capability of helping the children with disabilities meaningfully toward achieving their educational goals. The study also demonstrates that some teachers were not happy to have children with disabilities, especially those with behavior problems, because of their large classes. It is recommended that the Ghana Education Service makes Special Education courses a major component in the teacher-training curriculum in Ghana, and also appoints experts on children with developmental problems to organize workshops for teachers in order to increase teacher effectiveness in dealing with children with disabilities. (Contains 4 figures.)