This monograph describes results of focus group interviews with 53 regular and special education teachers in Tennessee concerning their experience with inclusion of students with disabilities in regular education classrooms. An introduction notes the trend toward inclusion of students with disabilities in regular programs while providing needed special educational support services. Focus group findings indicated that teachers' concerns covered the areas of staff, time, support/commitment, student ratios, role definition, providing meaningful instruction, training, academic standards, funding, and parent conferences. Obstacles and barriers identified by the teachers concerned negative attitudes, lack of training, classroom disruptions, and lack of planning time and funding. Essential factors in successful inclusion included support from administrators, teachers, and parents; adequate funding; and teacher training. Effective strategies/practices were categorized into instructional approaches, management strategies, and attitudes. Participants also noted the effects of inclusion on the classroom climate and reported that the most meaningful inservice training involved teachers visiting successful inclusion programs. The most frequent suggestion for improving teacher preservice training was to increase the number and duration of practicum experiences. Among six recommendations were development of a comprehensive implementation plan prior to beginning an inclusion program and providing teachers with adequate time to plan collaboratively. The interview protocol is appended. (DB)