Students with autism spectrum disorder are being educated in the general education setting at a growing rate. With the increase in the number of children identified with autism compounded with the legal mandates to educate students with disabilities alongside their peers in the least restrictive environment, it is imperative that general education teachers are knowledgeable and provided with the necessary resources and tools. Research indicates, however, that educators do not feel adequately prepared to meet the complex academic, social, and behavioral needs of students with autism in the inclusive setting. Educators are often left to their own judgment and guiding principles to decide how they approach meeting the needs of a diverse group of students since there is no standardized inclusion model. This phenomenological research study explored the perceptions of general education teachers' on the inclusion of students with autism in the general education setting at the middle school level. This qualitative study utilized purposive sampling to conduct semi-structured interviews with 12 general education teachers in an urban public school district north of Boston, Massachusetts. After thorough coding and analysis, five major themes were identified to have shaped the perception of general education teachers on the inclusion of students with autism based on their prevalence and occurrence. Through the identification of the barriers to inclusion, districts can implement proactive measures to avoid widening the learning gap between typically developing students and students with autism in the general education setting. With appropriate evidence-based practices, accommodations for social needs, and pedagogical approaches in place within the inclusive setting, more students can move from segregated special education settings to general education settings in the future to facilitate success. [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.]