Inclusive education continues to be a highly discussed topic in schools. While most teachers and administrators are supportive of inclusive education, teachers are experiencing challenges that are impacting its success. This research approaches the study of inclusive education implementation from the perspective of the teacher. Using Bandura's self-efficacy model as a theoretical framework, this research is grounded in the premise that teacher self-efficacy is a critical indicator of teacher effectiveness and the success rate of change initiatives. I used a microethnographic discourse analysis approach to study five second grade classroom and special education teachers as they implemented the inclusive education model in their classrooms. Data collection included a questionnaire, teacher interviews and observations of teachers' collaborative interactions at professional learning community meetings. The findings indicate that three elements, tied to teachers' levels of self-efficacy, impact inclusion success: Teachers' experiences, both personal and vicarious; their perceived administrative support; and their levels of stress. The results of this study have implications for school administrators as they design professional development opportunities to support teachers in the implementation of inclusive education initiatives.