Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the literature revealed that the problems are as follows. General classroom teachers are not prepared to teach students with learning disabilities (LD). Students are either undiagnosed or misdiagnosed. Once students are identified, the service delivery process take time, leaving students without appropriate instruction tailored to their needs. The present study is a qualitative design using interview protocol to collect data from several teachers who formed a sample of convenience. Participants were recruited from suburban areas north of San Francisco. Data were collected and analyzed by coding themes. Results indicated that teachers reported being drawn to the field of teaching. They confirmed the importance of lesson modification for students with learning disabilities. These students need to feel successful individually and in groups. An expert in the field of special education was also interviewed. She indicated that teachers can learn from the experiences they have in the classroom. All participants noted that it is important for teachers to capitalize on the strengths students bring to the classroom. The Interview Protocol is appended.