Veteran general education teachers who teach students with learning difficulties in inclusive secondary classrooms may not be prepared to teach these students. The importance of this study is that this research might influence the professional development opportunities educational leaders make available to veteran educators who are working to effectively address the needs of all learners. The key research question that was studied in this qualitative phenomenological study was: What are the experiences of veteran educators in Eastern Pennsylvania who teach students with learning difficulties in inclusive secondary classrooms in high-stakes tested subjects? These veteran general education teachers were required to have been teaching for 15 or more years and must have taught Literature, Math or Science, one of the tested subjects. The results showed that the veteran educators in this study wanted more specifically designed professional development focused on inclusive topics. A recommendation for positive change would be for educational leaders to survey educators and use that data to find out what they feel they need to be successful in their classrooms. The data showed that educators work very hard to try to figure out what each of their students need, specifically those with difficulties, they would like to feel supported with useful professional development. [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.]