With the growing prevalence of students diagnosed with autism and federal mandates for education in the Least Restrictive Environment, teachers are increasingly challenged with appropriately educating their students with autism through inclusive education. The purpose of this mixed methods case study was to identify the supports that general education teachers report as effective in the implementation of inclusion for educating students with autism in a large Northeast urban school district. Understanding how to best implement inclusive education may help educators support students with autism and consequently create more positive educational environments for all students. The guiding research questions were: 1.) How do general education teachers describe their success in educating students with autism in inclusive environments? 2.) What types of supports, training, and experiences have general education teachers had in association with inclusive education for students with autism? and 3.) What ongoing supports do general education teachers indicate are necessary to more successfully implement inclusive education for students with autism? The study was informed by critical disability theory, which aims to create more inclusive models within society for all individuals. The population of this study was seven general education teachers who teach students with autism in an inclusive setting in grade levels ranging from elementary, middle, and high school. The teachers currently teach in five different schools belonging to the same urban school district. Semi-structured interviews served as the primary data collection tool in this research. Demographic and self-efficacy data were collected from the participants through two surveys. Artifact review was also utilized, including district-wide survey data. Results indicate that inclusive practices reportedly varied between teacher and between school. Teachers' described practices were often misaligned with best practice, which is likely due to the teachers' lack of resources and lack of knowledge about autism and inclusion. Teachers described challenges related to inclusive education for students with autism, including behavioral challenges, lack of support, and lack of knowledge about autism. Teachers had very little formal education or professional development related to inclusive education and autism. They consistently expressed a need for more professional development. Teachers also expressed a need for more and better trained support staff. Despite describing significant challenges related to inclusive education for students with autism, the teachers in this study all had high self-efficacy, regardless of teacher experience. Teachers also all described inclusive education as important and necessary and had positive attitudes about inclusion. Teachers expressed a desire to gain more information about inclusive education and autism and a desire to advocate for structural changes related to inclusive education at their schools. The teachers attributed many of these revelations to their time spent speaking with the researcher about and reflecting on their experiences during their interviews. Thus, opportunities to discuss inclusive educational practices may lead to teachers seeking new knowledge to improve their practice. [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.]