The study detailed in this doctoral project was designed to examine and understand educator and administrator perceptions of the current state of inclusive education in Catholic schools. The study utilized a survey with quantitative and qualitative characteristics to analyze data. An analysis of the data revealed that there are both similarities and differences between educator and administrator perceptions of what types of special needs are being serviced in Catholic schools, what resources are available to provide inclusive education, and what would be needed to make improvements to service students regardless of any student's level of needs. The doctoral team found that teachers' perceptions were limited to his or her personal experience in the classroom. Educators may not play a role, or be privy to, the resources available, or the challenges in receiving desired resources, in the same way as their building administrators. The qualitative data provided, by the use of open-ended questions in the surveys, allowed for the researchers to establish that educators and administrators, though have similar knowledge of the types of students they are able to service in their Catholic schools, they do not fully agree on what defines a student with special needs, or what may the constraints may be in providing sufficient training, or hiring certified staff, to meet all student needs. [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.]