This monograph describes results of focus group interviews with 16 regular and special education teachers in Kentucky concerning their experience with including students with disabilities in regular education classrooms. An introduction notes the trend away from selective mainstreaming toward increased inclusion of students with disabilities in regular programs while providing needed special educational support services. Findings indicated that teachers' concerns focused on time, support, and appropriateness of services. Obstacles and barriers were identified by the teachers in the areas of grading issues, parental apprehension, and compatibility of collaborating teachers. The necessity of support from administrators and other teachers was stressed, along with the need for inservice/preservice training, especially within the classroom. Participants suggested many effective strategies. They also reported effects of inclusion on the classroom climate, noting that the critical factor appeared to be the behavior of the special education student. Eight recommendations are offered, such as continued provision of a continuum of services, optimizing the planning time of collaborating teachers, and maximizing opportunities for sharing successful inclusion processes. Appendices include the interview protocol and a student goal/activity matrix. (DB)