British Columbia's Year 2000 Program mandated the inclusion of all children into their neighborhood schools, thereby requiring each school to provide all special-education services for students who need them. This paper presents findings of a study that assessed the impact of the mandate on instructional programs in four suburban Vancouver elementary schools. Interviews were conducted with 27 classroom teachers and 4 special-education teachers at the primary-grade level, who also completed a survey checklist. The most significant finding was that teachers lacked whole-class time and that special services intruded to a high degree into the regular classroom day. This scheduling conflict was due to an increase in needed student services and in the proportions of students served. The findings do not single out special-needs or mainstreamed students as the sole cause of the disruptions because this segment of the school population is only a small part of the problem that results in an increased stress level among teachers. What needs to be addressed is how all the needed special services can fit together in the least intrusive or disruptive manner. Two tables are included. (Contains 25 references.) (LMI)