This report discusses the outcomes of an intrinsic case study of the implementation of inclusion in a North Louisiana parish and the placement of special needs students within this parish. The case study was undertaken in an attempt to better understand the meaning and effect of the experience of teaching in an inclusive setting and of the placement decisions made for special needs students. Data were collected by means of reflective journals, review of documents, and interviews with teachers and administrators in the five elementary schools in the parish who participated in inclusion classrooms during the 1998/1999 school year. Four of the schools piloted inclusive classes at selected grade levels. One of the schools contained all sixth grade students and all the special education students were placed throughout the school. Teachers faced problems with classroom disruptions, discipline, lack of resources, and lack of knowledge. They used different strategies to assist students with disabilities including modified assignments, peer tutoring, individualized instruction from the special education resource teacher, and use of manipulatives. With the proper modifications, the inclusion students progressed well in most cases at each of the five schools. (Contains 14 references.) (CR)