The purpose of this qualitative phenomenological study was to explore secondary general education teachers' lived experiences that gave meaning to or defined the nature/essence of providing individualized instructions to SWDs in the classroom. The conceptual framework that guided this study was based on Fishbein's (1967) theory of response action. The study employed three research questions designed to gain further in-depth information about secondary general education teachers' lived experiences implementing individualized instructions in the classroom. Fifteen secondary-level general education teachers from an urban school district in southeast Georgia volunteered to be interviewed in a one-hour semi-structured interview session. The interview data were coded and analyzed using Atlas.ti qualitative coding software, the resulting themes indicated that secondary general education teachers continue to struggle with the idea of implementing individualized instructions for SWDs in the classroom. The teachers revealed that they lack the training to handle SWDs in relation to helping them overcome issues in learning and as such, they were only moderately comfortable with accommodating students with disabilities. Further research can build on the current study by focusing on other institutions or teachers with other characteristics, such as a specific gender, grade level, or elementary teachers. [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.]