This study investigated the level of preparedness reported by career and technical education (CTE) teachers who teach students with disabilities within inclusive classroom settings in urban settings. In the United States, teachers must contend with larger class sizes, teaching English language learners (ELLs) and special education students; however, the additional training or resources needed to meet all students' needs are not readily available. This research primarily examined what factors promoted or restricted obtaining the desired levels of preparedness and confidence needed to educate students with disabilities with their added challenges. CTE teachers must simultaneously teach ELLs and nondisabled students. Disseminating a questionnaire collected a series of variables for analysis during the data collection stage of the study. The variables for analysis were teachers' levels of education, years of experience, amount of professional development received, and the number of special education courses taken during the teachers' undergraduate training or teacher preparation experiences. [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.]