This phenomenological qualitative study aimed to investigate the perceptions of elementary school general education teachers on the inclusion of students with autism in the general education classroom. The theoretical views of Lev Vygotsky's (1977) social constructivist theory served as the framework for the study. The phenomenon of inclusion is increasing, and general education teachers are responsible for providing instruction to all students in the classroom despite academic and behavioral challenges that frequently accompany inclusion. The study aimed to answer two central research questions: What are the perceptions of elementary school general education teachers on the inclusion of students with Autism Spectrum Disorder and on their preparation received to teach such students. The two central questions were answered using the Educators' Attitude Regarding Inclusive Education Online Survey Open-Ended Questions (EARIE) presented to 19 participants in elementary schools in the southeastern United States. The result of the study indicated most teachers felt that inclusion was important. Inclusion benefitted students with autism spectrum disorder but not without behavioral and disruptive challenges for themselves and their non-disabled peers. Other factors that accompanied inclusion were a collaboration with special education teachers and inadequate resources such as a lack of funding for paraprofessionals. Another aspect of the study mentions Albert Bandura's self-efficacy theory. Participants also spoke of special education teachers being a great resource for classroom inclusivity. [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.]