This qualitative case study examined the inclusion program of students receiving special education services in a general education mathematics classroom at an exemplary middle school in the southern region of Texas. This study sought to identify the best practices of a highly effective middle school mathematics inclusion program. This study examined the school's model of inclusion, the roles of administrators, diagnosticians, special education teachers, general education teachers, and paraprofessionals in the students' educational program, professional development for special and general education teachers and paraprofessionals, and the decision-making process for students to take either the accommodated or modified version of the Texas Assessment of Knowledge and Skills (TAKS) test. The researcher utilized in-depth interviews, direct observations, and document analysis to collect data. The collected data was analyzed using a three-step coding process of open, axial, and selective coding. A descriptive narrative of the case was constructed, and themes were identified. The themes that emerged in this study were quality leadership, quality staff, instructional strategies, interventions, and "whatever it takes". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]