This monograph describes results of focus group interviews with 48 regular and special education teachers in West Virginia concerning their experience with inclusion of students with disabilities in regular education classrooms. An introduction notes the trend toward greater inclusion of these students while providing needed special educational support services. Among teacher concerns were academic and social discrepancies, student dependency, students with behavioral disorders, and assessment. Obstacles and barriers teachers identified concerned resistance to change; role confusion; and lack of administrative support, planning time, personnel, training, and funding. Essential factors included support of central office administrators, school principals, parents, and regular education students. Effective strategies were categorized as learning strategies, information management, instructional modifications, and assessment. Participants also felt that the regular teacher's attitude was the primary determinant of how a class is affected by inclusion. Teachers identified valuable inservice training topics such as webbing the curriculum and collaborative learning. Suggestions for improving teacher preparation programs included extensive field experiences and discussion of such topics as teaming, parent relations, and behavior management. Five recommendations are offered, such as demonstrate commitment to inclusion and increased training, and provide more time for collaborative planning. The interview protocol is appended. (DB)