The purpose of this qualitative action research study was to explore middle school inclusion teacher perceptions to overcome barriers to successful DI implementation in reading for students with special needs. Inclusion reading teachers are faced with the challenge of providing classroom instruction to students with varying abilities, levels, and styles of learning within the pedagogical setting. In an effort to increase student achievement in reading, educators continue to seek the most useful instructional practices to assist students with special needs in reaching grade level competency. The theoretical framework included the philosophy of differentiated instruction (DI) as an educational practice designed to enhance curriculum instruction within the inclusion reading environment. The specific problem was the overwhelming obstacles middle school teachers faced in the implementation of DI in their everyday reading curriculum. Participants were asked about their perceptions and experiences with DI practices in reading classes within the inclusive setting and the DI implementation challenges and barriers in sixth, seventh, and eighth grade inclusion classes at a suburban secondary school located in northeast Georgia. Four major themes were: (a) tailored DI reading grouping practices, b) desire for professional development in DI implementation, (c) DI barriers to the time management, and (d) DI barriers to classroom management. Three recommendations for practice included (a) more effective DI grouping techniques in the DI reading inclusion classroom, (b) provide opportunities for teachers to attend professional development workshops on DI to learn specific classroom management skills to learn seamless implementation of DI in reading inclusion classroom settings, and (c) relocate resources to reduce barriers for DI implementation in the reading inclusion classroom. Recommendations for future research included (a) a qualitative multiple case study design to further evaluate DI implementation priorities, (b) a qualitative phenomenological study to explore teacher experiences and perceptions further regarding classroom management being a barrier to DI implementation, and (c) a qualitative narrative design in exploration of DI grouping. [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.]