While the sociopolitical policy of inclusion is the norm in public education, some teachers still struggle with knowing how to meet the educational needs of students with disabilities (SWDs) in general education classrooms. The purpose of this qualitative multiple case study was to investigate general and special education middle school teachers' attitudes and perceptions about whether inclusion has been effective in improving educational outcomes and for closing the achievement gap between SWDs and their non-disabled peers. The research site was a public school located in northeastern Ohio. Using criterion-based purposive sampling, 16 participants (eight general education teachers and eight special education teachers) were recruited. The research questions focused on participants' perceptions, experiences, and confidence in providing inclusive education to SWDs, and whether they believed inclusion has helped to reduce the achievement gap. Participants were interviewed and data were coded and analyzed with the assistance of NVivo. Thirteen independent themes were identified from the interview data. Frustrations and problems related to the co-teaching partnership were mentioned most of the time (42% of total coded thematic content) with the next most frequently mentioned theme being how planning time affects instruction with SWDs (12.76%). Findings also suggest participants did not feel teachers understand inclusion. General educators were more pessimistic than special educators about whether inclusion can close the achievement gap. Most participants believe pull-out services (not full inclusion) are still needed, that educators have overestimated general education's ability to help SWDs and have underestimated the severity of SWDs' educational needs. The findings suggest teachers still need effective pre-service training and in-service development to teach SWDs with confidence. [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.]