Schools are tasked with ensuring that students with disabilities are educated within general education classrooms, alongside non-disabled peers, to the maximum extent possible. This study investigated the influence of classroom placement on academic achievement in reading and mathematics for a group of students with mild learning disabilities, who transitioned from non-inclusive classrooms in fifth grade to inclusive classrooms in sixth grade. Least restrictive environment, adequate resources, benefits, and challenges of students with mild learning disabilities in inclusive classroom settings, evidence-based practices, and teachers' perceptions were examined. A multi-methods approach was utilized to answer research questions and hypotheses. Quantitative data were taken from students' archival Mississippi Academic Assessment Program (MAAP) Assessment scores in reading and mathematics taken in 2022 and then again for the same students in 2023. Results of the study indicated no statistically significant difference amongst scores, but did denote growth for the majority of students in at least one subject area. Teacher perceptions were measured quantitatively with a teacher questionnaire that contained twenty questions using a 5-point Likert scale. Results did not indicate a statistically significant difference in fifth grade teacher perceptions as compared to sixth grade teachers' perceptions. Qualitative data were also collected in the form of teacher responses to seven open-ended questions within the same questionnaire. Findings indicated multiple emergent themes that were consistent with existing literature. [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.]