This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban, and suburban schools of Eastern Connecticut. Findings indicate that the general education teachers do not appear to have adequate knowledge and skills to educate learners with physical disabilities in their classrooms. Further, majority of the general education teachers do not feel confident and fully prepared for the inclusion of learners with physical disabilities.