This research study involved qualitative and quantitative research methodology to explore inservice and pre-service teacher attitudes, perspectives, and beliefs on including cultural and linguistically diverse (CLD) students with mild/moderate (MM) disabilities into the general education classroom setting. Data analysis from the U.S. Department of education for IDEA Section 618 of California inclusionary rates from 2021-2022 indicates that CLD students with MM disabilities are included less than typical developing non ethnically diverse peers. The results of the ANOVA T-Test showed there were no significant differences between general and special education teachers with five out of the six questions used from the survey. This study demonstrated that educators across disciplines believe removing CLD students with MM disabilities from the general education classroom is necessary given current school inclusive programs. Additionally, a correlation between teacher attitudes, perspectives, and beliefs with inservice teachers and pre-service teacher candidates were found. Interviews with inservice teachers supported in identifying themes identified to be teacher implicit biases contributing to exclusionary rates of CLD students with MM disabilities. Although an outcome of the survey indicated teacher attitudes are starting to shift in favor of inclusivity of CLD students with MM disabilities. Lack of teacher self-efficacy, competencies, and collaboration in our schools show we are far from breaking the systemic barriers for our multiple marginalized students. [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.]