As more students consistently access the general education classroom as their least restrictive environment (LRE), the responsibility of Individual Education Plan implementation (IEP) is up to the general and special education teachers. Previous studies indicated that communication characteristics between general and special education teachers lead to miscommunication and inadequate IEP implementation in inclusion classrooms. Systems and ecological theory identified barriers between communication systems. Secondary general and special education teachers described the communication characteristics that lead to inadequate IEP implementation in inclusion classrooms. A basic qualitative research design provided in-depth descriptions of communication characteristics from 31 participants. The study's purpose was to explore (a) how secondary general and special education teachers described communication characteristics in the Fort Worth Independent School District in Fort Worth, Texas; (b) how secondary general education and special education teachers describe their ability to implement Individual Education Plans in the Fort Worth Independent School District in Fort Worth, Texas. Data analysis was performed utilizing the ATLAS.ti software program to develop codes and resultant themes. The results identified mostly positive communication characteristics when there is time; however, communication is mostly non-existent or through email, causing miscommunication of responsibilities and inadequate IEP implementation in inclusion classrooms. Education administrators may use findings for positive social changes to better serve students and faculty. [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.]