Adolescents face numerous challenges associated with increasing instructional curricular demands at the secondary level. Exacerbating an already difficult time for students with high-incidence disabilities (e.g., learning disabilities, emotional disabilities) is the fact that the majority spend at least some part of the day in general education classrooms. Many general education teachers feel ill prepared to work with students with disabilities to facilitate increased academic achievement and to promote positive peer interactions. Teachers must also consider that a student's working memory (WM) capacity is connected with academic and social performance, because learning academic and social skills depends on the ability to retrieve accurate information from long-term memory. Accordingly, students must be able to recall the precise information needed for learning new information and for skill acquisition. Fortunately, a body of empirical research, including information on attention and WM, allows educators to better understand learning and, with that knowledge, to design quality instruction for all students. This article provides recommendations that can increase general education teachers' knowledge regarding the cognitive development of adolescents at risk or with learning and/or behavior problems, and how they can provide support for a more successful inclusive education.