General educators are crucial players in efforts to support inclusive education for students with intellectual disability. In this systematic review, we examined the roles of general educators within interventions delivered and evaluated in their middle and high school classrooms. Among these 40 intervention studies, the involvement of general educators could be characterized as mixed and often minimal. Across studies, general educator involvement spanned six different areas: developing the intervention, arranging peer involvement, implementing intervention components, providing perspectives, collecting data, and delivering class instruction. The ways in which general educators have contributed to the delivery of interventions in their classrooms remains uneven. We offer recommendations for research and practice aimed at increasing the involvement of general educators in providing support to students with intellectual disability.