This study focused on middle school teachers at AB Academy lived experiences of general education teachers who taught students with emotional behavior disorders (EBD) in their inclusion classroom. Due to legislation regarding the students with disabilities being educated in the least restrictive environment (LRE), general education teachers have reported being unprepared to teach students with EBD in their inclusion classrooms. Frustrated with feelings of being unprepared and the amount of negative behaviors displayed in the classroom, general education teachers have expressed negative perceptions of teaching students with EBD in the inclusion classroom. The purpose of this qualitative phenomenological study was to explore general education teachers' perceptions and personal experiences of teaching students with EBD for the purpose of identifying areas to intentionally support teacher preparation. A qualitative phenomenological design was the method chosen to guide this research study. The theoretical framework that guided this phenomenological study was based upon the epistemological theory of perception. The sample consisted of approximately 12 full-time general education teachers working at AB Academy in the Atlanta Public School System with a minimum of 3 years teaching experience. The semi-structured interviews were conducted, transcribed, and analyzed using the Colaizzi method of analysis. Key findings related to the research questions were: (1) teachers feeling frustrated and exhausted; (2) teachers lack preparation or training; (3) must be strategic; (4) important to maintain a positive environment; (5) positive teacher-student relationships; (6) EBD students are able to learn; (7) challenging to teach; (8) lack of administrative support; (9) lack of parental support. Implications of the findings for middle schools and stakeholders are discussed. Practice recommendations include offering professional development, monthly support sessions, and teacher-parent monthly meetings. [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.]