The problem addressed by this study is that in general, teachers perceive students with autism and emotional behavior disorders to be more challenging to teach in a classroom as a result of their inappropriate behaviors. The purpose of this qualitative multiple case study was to explore the perceptions of general and special education teachers on teaching students with autism and emotional behavioral disorders in an inclusion classroom. Two research questions were used to address the problem and the purpose. The study was located in a small suburban area in Georgia. The sample size for the case study included 10 teachers: five general education teachers and five special education teachers. The data collection methods used were a questionnaire and an interview. Thematic analysis was used to determine themes from data collected. The themes that emerged from the first research question were students felt included, requires sensitivity and patience, and professional training. Other themes included using behavior management systems, positive reinforcement, and flexibility. The themes that emerged from the second research question were using rules, providing visuals, and classroom adjustment. Behavior triggers and behavior hinderances themes were also discovered. There are several implications from this study. Special education teachers may need to support general education teachers more while they are collaborating in the inclusion setting. General education teachers and special education teachers may use different behavior management systems to maintain order in the classroom. Recommendations for future research includes broadening the participant criteria, conducting another multiple case study to extend from this research study, and implementing a study of schools in a rural or an urban setting. [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.]