A qualitative, multiple case study examination of the perceptions of first through third grade teachers in the participating school district concerning preparedness for the challenges associated with inclusive classroom arrangements after attending a Teacher Education Program (TEP) was conducted in this study. It was revealed through both phases of data collection (electronic questionnaires and personal interviews) that the majority of study participants felt inadequately prepared by their TEP for meeting the needs of special education students within these settings. Specifically, teacher participants noted lack of preparedness in providing instructional modifications, managing severe behavior, and collaborating with other professionals. Study participants also cited concerns for their limited understanding of the referral and IEP process, and for addressing the unique needs of students with disorders of emotional/psychological origin. Teacher participants suggested reform to TEPs by the way of increased exposure to special needs students during practicums/classroom observations, an emphasis on coursework highlighting differentiated instruction and behavior management, and a greater focus on collaboration among professionals. Areas in which further research would be beneficial were identified, and include research on how TEP practicum time should be restructured to include time with special needs students, and a study of best practices related to preparing teacher candidates for the legal obligations, and behavior management and instructional strategies necessary to meet the needs of special education students. [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.]