The purpose of this qualitative descriptive research was to describe classroom management strategies inclusive teachers employed to create an environment that fosters students' learning and social development in inclusive classrooms. This study explored the experiences of inclusive educators in the classrooms, intending to gain perspective on how teachers describe their strategies employed to manage classrooms and foster students' learning and social development in an inclusive environment. Many researchers have investigated classroom management strategies, but few studies explored strategies to support education, classroom management, and social development in inclusive settings. Social learning theorists argue that individuals recognize their perspectives and behaviors through social modeling. Social learning theory guided this qualitative descriptive study of 25 teachers who were invited to participate in the interview; however, only 11 were selected. With the employment of the qualitative descriptive approach, the results indicated that drawing on external resources to manage the classroom and incorporating classroom management expectations for learning strategies help teachers run the classrooms. The study also found that supporting social development strategies for students and developing a relationship to foster interpersonal connection with learning-disabled students in an inclusive classroom helped inclusive teachers to run their classrooms. Future research must be completed to provide leaders with additional knowledge on this topic. [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.]