Education is becoming more integrated with technology use. As Ammanath (2023) described, the older generation of educators need to move past their fears of technological advances to find the potential to better prepare younger generations for an artificially intelligent world. This dissertation addresses how teachers perceive the use of artificial intelligence (AI) in classrooms, specifically in inclusive classrooms. ChatGPT is a generative AI tool that has vastly grown over the last 2 years and infiltrated classrooms whether teachers were prepared for it or not. This study analyzes the benefits, challenges, and uses of ChatGPT and its impact on inclusive learning practices. In this qualitative study, 18 teachers used ChatGPT and shared their perceptions and experiences using a Likert scale and open-ended survey questions. Responses indicated similar responses that aligned with the literature. Teachers varied in their perceptions of how useful and helpful ChatGPT is inclusive education and varied in their frequency and form of its use. [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.]