According to national standardized test results, American students are failing at an alarming rate. Research suggests that teachers are not prepared to teach in inclusive classrooms. Research also suggests that a teacher's efficacy rating can impact student achievement. This study explores how teachers of inclusive classrooms are attempting to meet the needs of all students in their classroom, whether they feel able to meet those needs, and training that teachers have received, or would like to receive, that they believe have or would increase their efficacy. Data was collected from 179 general education teachers, grades 3-6, in Ohio who are teaching in inclusive classrooms. The survey instrument utilized the Ohio Teacher Efficacy Scale, the Classroom Practice Inventory, and additional open-ended questions. Participants were also invited to be interviewed. Six participants were interviewed. The study found that educators report high levels of efficacy in most areas with an overall mean of 7.18, they utilize a wide variety of instructional practices with an emphasis on individualizing education for each student, and they prefer learning through experience opposed to attending a class on a topic. Results of this study can be used to craft meaningful learning experiences for both pre-service and in-service teachers which might influence their efficacy which could influence the growth of their students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]