This paper presents the views of four general education teachers who without prior notice or training were assigned to teach special education classes. It also provides a short history of special education and requirements of the Individuals with Disabilities Education Act. The elements of special education and the specific levels of special education services recognized in the New York City school system are described. The narratives describe the problems of teaching seventh grade students who read at a second-grade level. It describes the classroom disruptions and discipline problems encountered by these four teachers. It also describes the unique difficulties of maintaining classroom order in the setting of classroom computer labs. Specific strategies for classroom management are suggested including seating arrangements and positive discipline. The use of handouts versus student copy work is also suggested. The experiences shared by these general education teachers suggest that in order for teachers to be effective and have success with special education, a general education teacher needs special training and knowledge of the students they will be teaching. (Contains eight references.) (JLS)