This dissertation provided an examination of the views and perspectives of special education teachers at the middle school level as they engaged in support and services for students with disabilities in the inclusion classroom. The intention of this study was to examine the concerns of these teachers as they give support to students with disabilities in the regular classroom whether as co-teacher with the regular education teacher in the regular classroom, as consultants, or as teachers delivering specifically designed instructions in developing academic skills for functioning in the regular classroom. Services and supports are directly related to the requirement of the Individuals With Disabilities Improvement Act (2004), the No Child Left Behind Act (2001) and the needs of the students with disabilities in the regular classroom. The questions that guided the research included: What are the perspectives and concerns of special education teachers about the inclusion practices at four middle schools in one district in a Southeastern state? Additional questions include: How do special educators at two middle schools in one school district in a Southeastern district feel about inclusion practices? What are the main issues within school settings that affect the implementation of the IEP in the regular classroom from the perspectives of the special educator in these middle school settings? What are other potential issues related to the functions of special education teachers as they served students with disabilities in the regular classroom? A qualitative research methodology using interviews and observation provided the data that revealed the concerns of the special educators and also served to answer these questions. [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.]