This research aims to examine how Resource Room practice is utilised for students with special education needs (SEN) at a general education middle school where inclusive education is implemented. Accordingly, an embedded single case has been opted for the research design. The research participants include two students with SEN, five teachers, one school counsellor, and one school administrator. Data triangulation has been established through using interviews, observations, video recordings, student documents, and the researcher's diary. All the collected research data has been analysed via an inductive approach, revealing two challenges: the development of Individual Education Programs and time management in the resource room courses. Furthermore, the results have also revealed that the resource room practice lacks assessment procedures, instructional methods, and materials tailored to the needs of students with SEN. Additionally, the levels of teamwork and cooperation have been identified to be less than needed.