Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.