Statement of Problem: Inclusion of students with disabilities has been a hot topic since the Individual Disability Education Act in 2004 required public schools to provide students with disabilities free and appropriate public education (IDEA, 2004). Inclusion, however, still seems to be an enigma at times for schools. More often than not we see separation and integration instead of inclusion. Inclusion is not offered for all students either, but more a limited number of students that may not disturb the status quo of a general education class. Inclusion of students with disabilities into general education, or more commonly known as mainstream courses, comes with anxiety and often the feeling of more work for teachers of the general population. General education teachers need a large amount resources and instructional strategies in order to successfully include students with disabilities (deBettencout, 1999). Ultimately, there has been growth towards included students with disabilities however there is still room to grow more. Specific research problem or issue: In order for inclusion to be successful it requires a team and school wide effort to provide enriching learning experiences for all students (Wilkens and Nietfield, 2004). Wilkens and Nietfield (2004) founded that teachers unfamiliar with special education it can feel burdensome, and are fearsome of very little support. The lack of training and understanding of students with disabilities can lead to exclusion or isolation. There needs to be more opportunities for general education teachers to learn about how to work with and integrate students with disabilities into their classroom. Teachers attitudes need to change toward inclusion of students with disabilities. Beyond the training, a mindset in schools needs to shift to a more inclusive and accepting environment. Offering more training to general education teachers could help create this needed culture shift. Justify Importance of Issue: This is an important issue because students with disabilities will continue to be educated in the same building and classroom as their general education peers. Making it necessary for teachers to be prepared. In order for educators to have a positive attitude and outlook about inclusion they need the proper education and training to increase comfort (deBettencout, 1999). As educators, it is influential to model for students acceptance and understanding of helping all people no matter the obstacles. Gaps/Deficiencies in existing knowledge: There has been research regarding teachers attitudes towards teaching students with disabilities in their general education classroom. The attitude is primarily negative, and it is due to lack of comfortability, increase workload of lesson design, and implementation of strategies (Montgomery & Mirenda, 2014). If a general education teacher does not feel that they share any responsibility to educate students with disabilities than this attitude will not result in an inclusive environment (Montgomery & Mirenda, 2014). Since there is knowledge of doubt amongst teachers it now needs to turn to what to do to fix that. The types of supports teachers need to change that attitude needs to explored in order to provide inclusion for students (Wilkens and Nietfield, 2004). By exploring the supports teachers need it can influence the learning of all students and allow for more inclusion of students in the future. Audience that would benefit from research:By analyzing the attitudes of teachers regarding inclusion it will provide insight to administrators, special educators, and general educators. Wilkens and Nietfield (2004) supports that it would benefit schools study and gain a better understanding of the knowledge and expertise educators need to feel confident providing inclusion for students. The well-being of educators is so essential to implement a positive learning environment for all students.