An important area of emphasis on educational research over the past several years has been the impact of classroom placement on students with disabilities. Although recent research has indicated that students in substantially separate classrooms often perceive their teachers and classmates as significantly more emotionally supportive than students in regular education classrooms, little research has explored one's lived-experiences of the social and emotional effects of full-inclusion classrooms versus substantially separate language-based classrooms. The researcher used a qualitative methodology and a semi-structured interview to collect data from 20 elementary-aged participants that were currently being educated in substantially separate language-based classrooms, but had also been educated in full-inclusion general education classrooms within the past two years. Results from this study indicated that classroom placement, specifically full-inclusion versus substantially separate placement, affects individuals' social and emotional experiences, both positively and negatively. A major finding revealed the importance of substantially separate classrooms for language-based learners in that they often reported feeling more emotionally supported while they were being educated in substantially separate classrooms. The current study aimed to close a gap in the literature by researching the lived-experiences in these classroom settings, as they related to an individual's social and emotional experiences. This researcher hopes that future studies will continue the investigation into this phenomenon. [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.]