This paper discusses the outcomes of a study that investigated the knowledge base and professional readiness of 50 regular education teachers for the inclusion of learners who have physical disabilities. Members of the sample were regular elementary and secondary teachers who were enrolled in a graduate teacher education program at a private university. Findings indicate: (1) 50 percent of the teachers reported that they do not feel competent and adequately prepared to include students with physical disabilities in their classrooms; (2) 94 percent of the teachers believed that they need training in assistive and adaptive equipment for educating students with physical disabilities in their classrooms; (3) 66 percent of the regular education teachers had some knowledge about the environmental adaptations needed by students with physical disabilities and showed awareness of the need for wide walkways and special classroom furniture for students with mobility impairments; (4) regular education teachers did not have adequate knowledge about the disability-specific characteristics and health care needs of children with physical disabilities, with 96 percent undecided about what hydrocephalus is; and (5) 72 percent of teachers showed awareness that students with physical disabilities need help in creating and maintaining friendships. (Contains 14 references and 14 figures.) (CR)