The purpose of this qualitative case study was to determine how secondary general educators in Montgomery, Alabama and surrounding areas perceive their self-efficacy in managing an inclusive classroom and how their classroom management affects students in secondary inclusive classrooms. The specific problem with inclusion today is students without special needs in inclusive classrooms may not be receiving the attention they need to succeed due to the time it takes the teacher to prepare for class instruction and manage the needs of the children with special needs. Guided by the four research questions, the researcher interviewed 12 participants to obtain data about their firsthand experiences with inclusive classroom practices. The major findings included five themes: (1) challenging behaviors can come from students with and without special needs; (2) inclusive classroom management strategies benefit the entire class; (3) inclusion is beneficial for both students with and without special needs; (4) teachers need more assistance in the classroom; and (5) teachers use multiple strategies to increase and maintain their self-efficacy in the inclusive classroom. These findings might be used to improve inclusive education for the children in secondary level education and the experience of the teachers as well. [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.]