Students with disabilities have been inequitably served by the United States educational system for decades. This research study explores general education teachers' beliefs and pedagogical approaches to the incorporation of students with disabilities into their classrooms. 22 general education teachers (teaching grades 1-5) participated in a 5-part professional learning opportunity over the course of 5 weeks with a focus on building and sustaining inclusive practices. Data was collected through quantitative and qualitative means on the beliefs and pedagogical approaches before and after the commencement of professional learning opportunities (PLO). An electronic survey (32 Likert-scaled questions and 2 open-ended questions) was administered to obtain quantitative and qualitative data. The 32 Likert-scaled questions were helpful in collecting quantitative data, and the 2 open-ended questions served as qualitative data. Aspects of the PLO also served as qualitative data, specifically the dialogue from participants when they were reflecting on their implementation of inclusive concepts acquired through the PLO. The results of the pre- and post- survey were then compared to determine the effectiveness of the intervention. Improvements were made collectively by participants regarding both their own beliefs and pedagogical approaches. Participants expressed increased confidence, acknowledged their support systems, and perceived students with IEPs as having greater capabilities. Participants reported performing more equitable acts within their classroom such as intentional grouping practices and accommodations. Ultimately, the series of professional learning opportunities (PLO) resulted in an overall improvement of participants' beliefs and pedagogical approaches for students with IEPs. [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.]