Inclusion is a commitment to educate each child to the fullest extent possible within the general education classroom. Students with disabilities should receive the same high-quality education as their peers with the aid and supports to enable them to be successful. Inclusion also includes students with emotional behavioral disorder (EBD). The purpose of this qualitative descriptive study was to explore and describe how general education teachers were trained and supported in the inclusion of students with EBD into the general education classroom. This study described how 10 general education teachers viewed the training and support they received in the inclusion of students with EBD by examining the successes and challenges they experienced in the process. Within the experiences of these teachers the roles of special education teachers touted to provide support to both these teachers and the students being transitioned were also examined. The roles of EBD students, general education students, and other participants in the process were considered in relation to the experiences of the general education teacher inclusive of any others relative to the process. There is vast research highlighting the challenges that teachers in this process face. More information, as well as training and support, may be needed to improve the success of the process. Allowing teachers to share their stories gave the researcher a better understanding in determining if there was a need for a training and support framework in the inclusion process and exploring the possibilities of developing a framework if the need was founded. [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.]