The purpose of this quantitative correlational-predictive study was to assess if and to what extent the Proportion of IEP Students, Years of Teaching Experience, and Grade Level Taught in an inclusion classroom, individually and combined, predict Job Satisfaction among general education teachers who teach in an inclusion classroom in the United States. The theoretical foundation for this study was based on Spector's theory of job satisfaction and Herzberg's two-factor theory. The sample for this study included all public K-12th grade general education teachers that teach in an inclusion classroom in the United States. Data was collected using an online survey that consisted of a demographic survey and Spector's job satisfaction survey. SPSS was used to calculate the inferential statistics for each of the predictor variables. None of the predictors, individually, predicted job satisfaction: Percent of IEPs [beta] = 0.017, p = 0.933; Years of Teaching Experience [beta] = 8.035, p = 0.297; Grade Level Taught [beta] = 0.260, p = 0.563. The variables combined did not predict overall job satisfaction: Job Satisfaction F(3) = 0.593, p = 0.628. While there were no statistically significant findings between the chosen variables and job satisfaction for teachers, it does show that there is still a need to research the issue further to help understand what motivates teachers to remain in the 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.]