The seventh in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined the high school context within which students with and without disabilities must succeed and the supports in place for assisting them. A questionnaire was administered to 70 high school teachers employed in three inclusive high schools in urban areas, 3 in suburban areas, and three in rural areas. Relative to SWDs, teachers indicated they frequently adapt curriculum and provide accommodations to improve learning and that teaching strategies related to "how to learn" were of equal importance to teaching content. Teachers reported smaller class size and more collaboration and communication with special education staff are changes needed to help SWDs meet educational standards. They reported spending between only 12 and 24 minutes per week in collaboration with special education teachers. Teachers believed that SWDs are more likely to be successful in life than students without disabilities who are low achieving. In addition, they are more interested in professional development activities that address the needs of low-achieving students without disabilities than activities focused on SWDs. Teachers indicated that goals/attitudes and skills/abilities were factors contributing to academic failure. (CR)