The authors aimed to investigate the perceptions and experiences of regular education classroom teachers whose students included at least 1 child diagnosed with fetal alcohol spectrum (FAS) disorders. The authors collected data over a 3-year period in 3 school districts in the Pacific Northwest. Data included interviews with classroom teachers, notes from classroom observations, and medical and educational documents. The authors studied FAS inclusion, including descriptions of academic performance, behavioral patterns, and articulation of the strategies that classroom teachers used. The authors also identified problems associated with FAS inclusion in hopes that an increased understanding of these issues results in the improvement of educational experiences for other students with FAS and their teachers. (Contains 2 tables.)