This study was designed to identify professional development needs of classroom teachers and exceptional education assistants who teach regular and exceptional education students within the same classroom. The researcher assessed the needs of classroom teachers and exceptional education assistants using a Likert scale survey to identify areas of an inclusive classroom that need development. Professional development was provided for teachers and subsequent surveys, as well as focus group interviews, were conducted to assess the effectiveness of the professional development on the teachers' self-efficacy in implementing strategies presented in the professional development. Ultimately, professional development designed to address the needs of the educators at this school was not effective in changing their perceptions of managing an inclusive classroom. [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.]