High school students with mild to moderate disabilities are being educated in the full inclusion classroom. As inclusive settings increase, the importance of determining a structured way to implement full inclusion programs has risen. Currently, there are no structured plans to follow when implementing a full inclusion program. Narrative methods were used to examine the experiences of general and special education teachers, paraprofessionals, and students who were at least 18 years old and participated in full inclusion classrooms. Documents and websites from various districts and schools in the Los Angeles area were also analyzed for structures, models, practices, and strategies that support effective full inclusion settings. Three conceptual factors were examined: efficacy, self-advocacy, and resilience as they are reflected in full inclusion classrooms. In their interviews, teachers, paraprofessionals, and students described their experiences; those responses were looked at for evidence of efficacy, self-advocacy, and resilience. Teachers, paraprofessionals, and district documents reflected collaboration time, professional development, and coteaching were highly important to ensure effective collaboration. Students explained working with a teacher or paraprofessional one-on-one was helpful, in addition to group work and extended time to complete work. Participants expressed feelings of efficacy in their roles in full inclusion classrooms. Districts and schools advocate for students to be taught in the least restrictive environment while teachers implementing the program with support focus on developing students self-advocacy skills and understanding of self. Students participating in full inclusion to develop resiliency is highly important as they move into postsecondary institutions and increase their independence. [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.]