Current research indicates that inclusive classrooms with students with disabilities are rising, and schools are challenged with shifting their structures and curriculums towards inclusion. This doctoral dissertation aims to understand pre-service program models and how they prepare teachers for inclusive environments, including their knowledge and skills in high-leverage instructional practices. This study also considers the types of support teachers are given within the first three years of being in the classroom to sustain success for themselves and their students, specifically in secondary settings. This qualitative multiple-case study gains insights from two second-year public school teachers who share their experiences and pedagogies through interviews, a focus group, journal entries, and lesson plans. The data analysis revealed themes of classroom confidence, collaborative partnerships, teacher support needs, pre-service pacing, foundational knowledge, applicability concerns, and misaligned realities. The lesson plan analysis revealed that both teachers are implementing high-leverage instructional practices into their lessons with the support of their co-teachers. [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.]