This study evaluated the implementation of inclusion concepts and the attitudes of secondary teachers toward inclusion in one Midwest school district. Nineteen general and special education teachers were surveyed with a specially developed questionnaire. Follow-up interviews and class observations were also conducted. Data analysis indicated that participants generally felt that both teachers and students benefited from the inclusion program. Disadvantages identified by subjects included: lack of joint planning time; difficulties in matching general and special education teachers to avoid personality conflicts; territorial attitudes of some general education teachers who failed to share responsibility with the special education teacher; and lack of support for in and out-of-school professional meetings. The most commonly used teaching method reported was cooperative learning. Suggestions for preparing prospective teachers to work in inclusive settings are offered. The questionnaire is appended. (Contains 10 references.) (DB)