For the past several decades, educators have implemented the practice of placing students identified as special education into general education classrooms. This practice, now known as inclusion, was once called mainstreaming. Since its origin, the inclusive model has been widely debated and at times opposed. This qualitative, phenomenological study examined the perceptions of 10 general education teachers who taught special needs students in their general education classrooms. Nvivo 9, a qualitative research tool was used to code and analyze data which led to the emergence of six themes. These six themes identified areas of effectiveness in implementing inclusive programs as well as offered suggestions for educators to potentially increase the positive impact inclusive classrooms may have for all students. [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.]