The purpose of this qualitative descriptive study was to explore how general education teachers of grades K-6 describe their experiences modeling social acceptance of students with disabilities in inclusive classrooms. The overarching research question was as follows: How do general education teachers of grades K-6 describe their experiences modeling social acceptance of students with disabilities in inclusive classrooms? Theory of Planned Behavior was used as an overarching theoretical framework to investigate the relationship between teachers' attitude, perceived subjective norms, and behavioral control related to modeling social acceptance of students with disabilities in inclusive classrooms. The researcher conducted semi-structured interviews with and presented a survey to 12 general education teachers from elementary schools on the island of O'ahu, Hawai'i. Thematic analysis was conducted to analyze the data from the interviews and the surveys to answer the overarching research question. There were three themes related to the overarching research question that arose from the iterative, qualitative analysis: (1) interactions between teachers and students, (2) peer interactions, (3) teacher experience and preparation. All participants described what they do to show acceptance of all students in their classrooms, what they have observed other teachers and students at their schools do, as well as described the types of preparatory steps they make to work in an inclusive classroom and how their experiences have prepared them for this work. The findings of the current study demonstrated the importance of participants' beliefs and behavior intentions for creating a successful inclusive classroom. [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.]