Teacher preparation programs have recognized their obligation to provide solutions for the dilemmas their teachers face once in the inclusive educational environment. The changing demands required by both general and special education teachers at the K-12 level are being addressed. One of these solutions is to provide access to technological innovations that help teachers meet the needs of a diverse population, complete the job quickly and efficiently, and have the ability to integrate bets practices into the interface design and lesson content. The study described in this paper was designed to contribute to the field's knowledge of the use of technology to support modifications for students with learning disabilities (LD) and behavioral and/or emotional disorders (EBD) in the general education curriculum. The process and outcomes of 30 teachers in a Special Education Master degree program using a template design system to modify lessons for LD and EBD students in a general curricular subject of science or language art was examined for efficiency, effectiveness, and appeal. Each teacher was instructed in the use of a Web-editing program (Microsoft Front Page) and Teaching-Not-Teaching (T-N-T), a Web-based lesson template. Results indicated the use of a Web-based lesson template increased the potential for special education teachers to effectively support the inclusion of students with LD and/or EBD in the general education curriculum. (Contains 18 references and 6 tables.) (AEF)