Given adolescents' increased mental health needs, there is a demand to critically investigate policies in place that are specifically designed to support students with mental health disabilities. Teachers are inadequately prepared or trained to support students with anxiety or depression. According to the U.S. Department of Education, mental health disabilities are protected by Federal civil rights laws, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 (U.S. Department of Justice & U.S. Department of Education, 2021). With an influx of students with anxiety and depression in school systems, teachers are struggling to support students in this growing and vulnerable population (Blad, 2021). Additionally, there is a lack of research about what is happening in schools for students with emotional disabilities, including if the students are receiving support they need to be successful in the classroom (Caldwell et al., 2019). The purpose of this qualitative study was to learn about general education teachers' experiences and understanding of the implementations of mental health support for students with anxiety and depression including IEP and Section 504 laws and their accommodations, modifications, and least restrictive environment. The findings suggest policymakers and school districts must streamline the identification and eligibility process, implement research-based accommodations, educate students and parents about mental health, and train general education teachers to support students with anxiety and depression. [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.]