The authors share the results of an ongoing study of the changing roles that paraeducators may face when they work in inclusive classrooms. The results of the study may fill an identified research gap regarding what para-educators in inclusive classrooms actually do (given that only 7 studies published between 1999-2006). The results of the pilot study and a preliminary of the first 120 surveys on the national study are discussed. (Contains 5 tables, 1 figure, and 1 footnote.)