There continues to be a wide discrepancy in the views supporters and opponents of full inclusion have on how to best provide services for special education students. Although scholars have extensively researched teacher perceptions of inclusion, the specific examination of special education teacher perspectives are not as evident in the literature when compared to the perspectives of general education teachers. Understanding special education teacher perspectives of the full inclusion debate and how it affects their ability to provide instruction in different special education programs can provide insight into program strengths and barriers to program success. The purpose of this study was to explore how 20 special education teachers located at four different Central Florida middle schools perceived conflicting viewpoints on full inclusion. Responses to the interview questions and demographic questionnaire, as well as analysis of a special education document set, provided detailed qualitative data to describe special education teacher perspectives of the full inclusion debate and how they believed the debate affected their instruction in different classroom settings. This study's thematic analysis yielded six major themes, which included (a) inconsistent practice, (b) student-focused approaches, (c) need for support, (d) collaborative practices, (e) need for a continuum of placements, and (f) direct instruction. The document analysis yielded three central themes that included (a) compliance, (b) consent, and (c) interventions. Results may have implications for leadership and teachers involved in inclusion classrooms or with those leaders in charge of special education program creation and implementation. [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.]