This paper reports the findings of a research study that investigated the ways in which Australian regular class teachers cope during inclusive education and the specific issues which are stressful for them. The study was undertaken in primary schools in Queensland, Australia, during 1997. Initial focus group interviews with 17 regular class teachers currently involved in inclusive education identified key issues in the education of students with a disability in regular education classes. These discussions focused on aspects of inclusion that regular class teachers found stressful and the ways in which they coped with the difficulties they encountered, the availability and usefulness of support structures, and the benefits obtained. Subsequently, two Likert style questionnaires were developed to assess the usefulness of various problem-focused or emotion-focused coping behaviors and the degree to which identified issues were stressful for 40 regular class teachers during inclusion. The top four stressful issues included teacher accountability for the child's educational outcomes, the child physically attacking others, obtaining funding, and reduced ability to teach other students. Effective coping strategies were maintaining a sense of humor, making a plan of action and following it, and discussing the situation with specialist personnel. (Contains 19 references.) (CR)