This qualitative study examined the beliefs and experiences of special education teachers about inclusive education for secondary age students with severe disabilities and co-existing complex health care needs. Participants were 11 middle and high school special education teachers who collectively case managed 18 students. Data were collected via demographic questionnaires and online interviews, and analyzed using an inductive coding approach. Findings portray the roles of personnel who provide student supports, the types of supports personnel and students require to be successful, benefits experienced by students, and barriers to including students.