This study sought to evaluate the implementation of a program to foster the inclusion of differently abled students into a regular elementary school classroom. The report is based on interviews with eight regular and two special education teachers, as well as the school principal, along with classroom materials and information on inclusion provided by the school administration. An analysis of the interviews found that regular and special education teachers were comfortable in planning together, making joint decisions, and discussing activities that supported the students, but that they felt there was a lack of administrative support, lack of team planning, and a lack of team tolerance and cooperation. Specific recommendations for improving the inclusion process are included. Contains nine references. (MDM)