The Individuals with Disabilities Education Act (IDEA) ensures that millions of special education students in the United States receive the support and services they need for academic and personal development. Despite legal mandates, conflicting perspectives and inconsistent inclusion policies exist nationwide. The problem addressed in this study was that public middle school general educators often exhibit difficulties when including special education students in their general education settings, potentially leading to lasting adverse effects. This qualitative exploratory case study aimed to examine public middle school general educators' experiences regarding the inclusion of special education students in their general education settings. Understanding the instructional and behavioral practices and discovering the learning and behavior challenges encountered in an inclusion environment may lead to diminishing negative attitudes. The methodology of this study was qualitative and aimed to explore the experiences, the best instructional practices, and the best behavioral practices of public middle school general education teachers regarding special education students in the inclusion education setting. The qualitative exploratory case study design enabled the researcher to engage directly with affected individuals through focus groups and open-ended questionnaires, thus amplifying the voices of a typically underrepresented population and fostering social change. The 19 sample participants were public middle school teachers in the nation's southeastern region. Using qualitative thematic content analysis with the NVivo data analysis software, the researcher constructed and identified themes surrounding public middle school teachers' experiences in the inclusion education setting. Participants identified difficulties they experienced: insufficient staff, lack of proper training and certification, and the need for collaboration with administration, special educators, and general educators to discuss extra mandates, clarify policies, and identify the information and resources available. Examining public middle school general educators' experiences regarding the inclusion of special education students in the general education settings produced opportunities for achievement, successful inclusion, and enhanced well-being for students, teachers, stakeholders, and the community. [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.]