This qualitative study examines the perspectives of 14 teachers of students with severe disabilities whose role changed from special education teacher to integration facilitator. All 14 participants expressed strong beliefs that students with severe disabilities would learn more in an integrated environment. The teachers identified themselves as being part of general education, by identifying the school principal rather than the administrator of special education as their primary supervisor and support, by not wanting a special education label attached to their job title, and by identifying general education teachers as more helpful than special education colleagues. This is described as a process of cultural assimilation. Integration facilitators faced uncertainties about roles and responsibilities in their first year of work. This drove the integration facilitators to work with those in general education in a spirit of collaboration, but crossing the cultural boundary from special to general education required huge amounts of time and dedication. The integration facilitators needed to translate the language of special education so that general education teachers could understand them. All 14 experienced a lack of confidence in their new roles and found social support necessary during the initial weeks and months--support which often came from the other general education teachers. (Contains 29 references.) (JDD)