Teachers' perspective on inclusive education is associated with their success in implementing inclusionary strategies in the classroom; however, issues related to implementing inclusive education remains. With one-third of school-age children identified with learning disabilities, teachers continue to be challenged to provide quality instruction to students with diverse learning needs. This study used a qualitative case study with research questions focused on exploring variables related to teacher perceptions and satisfaction about inclusion. Data were collected using the "Index for Inclusion" survey, and an open-ended questionnaire with questions related to inclusive education. Data analysis using both NVivo and SPSS revealed information concerning participants' perceptions and attitudes about the benefits and difficulties of implementing inclusive education, effective training strategies when implementing successful inclusive education, and training they received. Analysis of questionnaire data revealed themes related to (1) beliefs toward inclusive education; (2) apparent implementation abilities; (3) leadership support; (4) teacher-parent collaboration; (5) professional development in inclusive practices; (6) inclusive education knowledge and familiarity; (7) students' curriculum access; and (8) appreciation of students with SEN. Analysis of survey data showed that a high percentage of participants approved of the inclusion program at their school. Recommendations for practice include teachers receive continued professional development that aims to improve and enhance their professional skills so they can create curriculum and lesson plans that are relevant to their students' education needs. [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.]