Since Congress passed amendments in 1997 to the Individuals with Disabilities Act (IDEA), there has been an emphasis on instruction to students with disabilities in the general education classroom, especially with preschool students. The significant increase of students with disabilities in general education classrooms precipitated the need for general education teachers to have knowledge and skills about special education to support and provide instruction to students with disabilities. The purpose of this basic, interpretive qualitative study was to investigate how general education preschool teachers in a large school district in Tennessee felt prepared by their preservice, in-service, and continuing education training, or lack of training, to provide instruction to preschool students with disabilities. I used purposive sampling and included general education preschool teachers from the district-wide preschool programs in Ralph Floyd Junior School District (pseudonym) located in Tennessee. I collected data via online questionnaires from 20 participants and completed document analysis of preservice and in-service training. I analyzed the data by using open, axial, and selective coding to generate themes to answer my four research questions. General education preschool teachers from Ralph Floyd Junior School District indicated they received minimal to no coursework during preservice and in-service training to prepare them to support students with disabilities in a general education preschool classroom. [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.]