The fifth in a series of studies investigating the educational context and outcomes for high school students with disabilities, this study examined instruction provided in inclusive general education classes in three high schools in urban areas, three in suburban areas, and three in rural areas. Five ninth-grade classes, including biology, algebra, Spanish I, English, and social studies, were observed in each school. Observers used a time-sampling observation system to record the behaviors of the teachers and students with disabilities. General education teachers rated their satisfaction with aspects related to the education of students with disabilities in general education classes, such as their relationship with special education teachers, the outcomes produced, and their own performance in helping these students succeed. Results indicated that teachers were talking and students were listening a large majority of time in general education classes. No research-based programs and few instructional methods were being used, nor was technology being used to aid instruction. Almost no accommodations were being used for students with disabilities. General education teachers were not very satisfied with the way special education teachers are working with them on behalf of students with disabilities or their own performance. Student Observation Sheet and Teacher Observation Sheet are appended. (Contains 43 references, 21 tables, and 12 figures.) (Author/CR)