In summary, the problem this qualitative interpretive descriptive study addressed was to investigate what elementary general education teachers see as the success of the implementation of inclusive instructional practices. Perception of the success of implementation of inclusive instructional practices can impact the fidelity of the implementation in the general education classroom. This information can be utilized in future studies to determine what elementary general education teachers see as successful implementation of inclusive instructional practices to help determine why implementation is not always effective in accommodating students receiving special education services in the general education classroom. Students that qualify for special education services are entitled to FAPE in the LRE to access the general education curriculum with reasonable accommodations and modifications (Choi et al., 2020; Hanreddy et al., 2020). The least restrictive, and therefore preferred LRE for a student is the general education classroom. For students receiving special education services in the general education classroom, the general education teacher is responsible for delivering the instruction in a way that allows them to access the curriculum and make meaningful growth. Current literature was reviewed regarding IDEA and the progression of FAPE. Defining court cases were reviewed documenting the narrowing of the definition of FAPE. Starting with the broad mandate in IDEA, court cases narrowed the definition to meaningful access to a curriculum that allows the student to make meaningful growth. This eliminated the ability to justify FAPE just by providing time in the general education classroom. Current research was also reviewed around implementing inclusive instruction. Different types of inclusion were discussed and reviewed, such as modification of content, coteaching, and implementing different teaching methods. No method was identified as superior or more effective for the purposes of the study but were discussed to give context to the study itself. This qualitative interpretive descriptive study was performed following IRB guidelines to protect the privacy and confidentiality of research participants. All necessary protocols were followed to conduct an ethical, unbiased study. The goal was to discover elementary general education teachers' perceptions of the success of implementing inclusive instructional practices in the general education classroom. [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.]