Atlantic High School, a small rural school in the state of Virginia, offered co-taught inclusion classes as an optional placement for student with disabilities for the first time in the 2008-2009 school year. While inclusion was thought to afford multiple benefits for students with learning disabilities, it also presented instructional challenges for teachers. The purpose of this qualitative study was to investigate the perceptions of teachers, administrators, and students with disabilities to determine if they perceived that teachers were able to address the learning needs of students within the context of co-taught inclusive classrooms. Five major themes emerged in the findings of the study: roles and responsibilities of teachers, instructional strategies used in co-taught inclusion classes, teacher capacity, co-teacher relationships, and participant perspectives of inclusion and co-teaching. The co-teachers in the study did not define the roles and responsibilities of the teachers. The special education co-teachers' roles within the classroom were generally limited to walking around the classroom, answering questions, and designing modifications for testing and assignments. The general education co-teachers used a variety of instructional strategies within the co-taught classrooms. Teacher capacity of the special education co-teacher on one of the teams was listed as a reason for the limited role of the co-teacher within the classroom and contributed to the adversarial co-teacher relationship. Students within the study appreciated the value of having two teachers in the classroom when they needed extra help. [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.]