Teachers often have a negative perception regarding the inclusion of students with disabilities in general education classroom settings. Students with special education needs are often placed in classrooms where teachers believe they are unprepared to teach and manage classrooms in an inclusive environment. The purpose of this qualitative case study was to examine the perceptions of general and special education teachers who teach inclusion classes about students with special education needs and the inclusion practice. The theoretical framework was based on Bandura's (2016) self-efficacy theory and Ajzen's (1991) theory of planned behavior. Both Ajzen and Bandura theories were utilized to enable my proper research comprehension. Ten middle school teachers were interviewed (5 general education, 5 special education) and were also asked to journal their thoughts about the inclusion process in their schools. The Nvivo12 Plus data analysis system was used to analyze data from all collection methods. All participants referred to professional training in their interviews. All participants specified that professional training in their interviews will enable them to understand the perspectives of the new teachers regarding inclusion of teaching students with disabilities. Without sufficient teacher training, students with disabilities will remain placed in more restrictive settings that deny them a free appropriate public education under the Individuals with Disabilities Education Act. [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.]