This study investigates the current state of inclusion practices in general education classrooms via survey of 71 inclusion teachers currently serving as special educators across the state of New York. Specifically, small group instruction, co-teaching, one-to-one instruction, and planning support are explored in relationship to class size, number of students with disabilities, and severity of disability. The qualifications, strengths, and professional development experiences of inclusion teachers based on their reported years of teaching experience, preparatory course work, and professional development opportunities are examined. Finally, information on common forms of assistance including consultant special education teachers, teacher assistants, and classroom volunteers are documented. Quantitative analysis of survey responses indicate great variability among the inclusion practices employed in general education classrooms. Co-teaching, though frequently cited as the most beneficial model of inclusive practice, emerged as the least documented method of instruction, with the utilization of consultant teacher models emerging as the most prevalent. Endorsement of the use volunteer support was found to be the second most common support mechanism employed within inclusive classrooms. Few differences in the types of supports employed were found across population densities. Findings highlight the heterogeneity of current inclusion practices, and bear implications in terms of future research examining the qualifications of support staff assisting students with special needs, such as volunteers, and the overall efficacy of inclusion practices in general. (Contains 11 tables.)