The purpose of my research was to examine how three middle school general education teachers included students with disabilities in their classrooms. At the time I implemented the study, there was an extensive body of research pertaining to elementary inclusion, but little in the area of middle school inclusion. I had spent 8 years as a middle school special education teacher, so I had a great deal of experience working with general education teachers at that level. The case studies were intended to provide an in-depth analysis of the experiences of three general education teachers who spend every single day working with students with disabilities and their non-disabled peers in the middle school classroom. Through interviews I gained insight into these teachers’ training and attitudes regarding students with disabilities in their classroom, and through observations I examined what teachers did to include students with disabilities in their classrooms.