Although a great deal of the recent professional literature in the field of learning disabilities has been devoted to the topic of inclusion, relatively little is known about special education teachers' experiences and how inclusion impacts their professional lives and the lives of students in unanticipated ways. To investigate these issues, we conducted a focus group interview with 10 special educators from an urban school district who work with students with learning disabilities in inclusive environments. The interviews focused on the unexpected effects of inclusion for themselves, for students with learning disabilities, and for nondisabled students. We found that four primary themes emerged from teachers' comments. First, participants noted several "Benefits of Inclusion for Students and Teachers" including more interaction with general education teachers and students and increased expectations for students. However, the teachers also reported that "Success of Inclusion Is Dependent on Non-student, Non-instructional Issues," such as willingness and support of other teachers and administrators. The most discussed issues related to teachers' "Loss of Professional Roles, Responsibilities, and Identities" as well as their perceptions that "Nothing Special for Students with Learning Disabilities" was provided in inclusionary classrooms.