The Individuals with Disabilities Act, IDEA (2004) mandates that students with disabilities (SWD) be educated in the least restrictive environment. Inclusion of SWD alongside their general education peers promotes access and inclusivity. The current reality is that public school general educators often lack the necessary resources to adequately support the diverse needs of SWD within the general education setting. Insufficient investment in professional development for general educators in inclusive practices can hinder access to equitable learning opportunities for SWD due to inadequate district resource allocation. However, school districts that foster professional development of general educators working with SWD in inclusive settings equip their staff with tools and resources to support inclusive education. A qualitative systematic document review was used to investigate how California school districts with high achieving SWD report general education fiscal resource allocation to promote inclusive education. By applying the Conceptual Framework of Professional Development (CFPD; Slot et al., 2017) the study demonstrated the impact of fiscal resource allocation in general education on the effectiveness of professional development initiatives aimed at supporting SWD by general educators. Documents analyzed included districts 2020-2021 Learning Continuity and Attendance Plans (LeCAP) and 2021-2022 Local Control and Accountability Plans (LCAP). The findings of this study were consistent with existing literature that supports the advantages of inclusion including increased academic achievement. The systematic document review revealed that school districts with academically higher achieving SWD leveraged general fiscal resources in ways that targeted professional development of general educators to foster more inclusive environments. This study uncovered fundamental approaches adopted by these districts which contributed to their success in promoting inclusive education practices and empowering general education teachers to better support SWD. [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.]