The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers' perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.