The purpose of this basic qualitative study was to uncover and understand secondary general school educators' experiences and perspectives in readiness in meeting the needs of high functioning autism spectrum disorder (HFASD) learners within the inclusive teaching environment. The research question served as the foundational premise of the research study: What are general secondary educators' experiences regarding individual readiness to implement best practices to meet the individual needs of HFASD learners within the inclusive secondary classrooms? Four subquestions were further developed to guide the researcher in answering the central research question; (a) What are general secondary school educators' experiences in training, if any, for teaching HFASD learners? (b) How do general secondary school educators accommodate the needs of HFASD learners in their inclusive classroom? (c) What are the successful strategies or experiences, if any, the general secondary school educators have in teaching HFASD learners? And (d) What are the barriers/difficulties, if any, general secondary school educators' experienced when teaching HFASD learners in inclusive classrooms? The selected population sample included 11 secondary general education teachers with at least two years of teaching experience with the inclusion of learners with HFASD within their inclusive teaching environments. The implementation of the qualitative study allowed every participant to provide vital information through elaboration of his or her experiences via semi-structured interviews. The coding processes that break apart the data were essential in understanding the constructed meanings of the participants' lived experiences. Many of the general secondary school educators indicated that they successfully accommodated the needs of learners with HFASD by incorporating startegies, such as collaborative learning, scaffolding, and building positive classroom climates. Most of the participants revealed that they learned how to meet the complex needs of HFASD learners through exposure or learning-by-doing experiences. They also identified the barriers and difficulties for accommodating the needs of HFASD learners, which include learner misplacement, state-mandated testing, and lack of training. Although 55% of the participants reported that they are ready to teach HFASD learners within the inclusive teaching environment, a careful review of the data suggests otherwise. Only a small percentage of participants received training for teaching HFASD learners, and many admitted that they are not prepared to meet the needs of HFASD learners. [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.]