Most students with disabilities obtain the majority of their education in general education classroom settings. However, the negative attitudes and beliefs of general education teachers create obstacles in inclusion classroom settings. In a school district in Northern Middle Tennessee 10 middle school general education and special education English Language Arts (ELA) teachers participated in this study. The purpose of this phenomenological study was to examine general education and special education ELA teachers' strategies, challenges, and recommendations for middle school inclusion classrooms. Data collection included semistructured interviews consisting of 13 open-ended questions, including follow-up questions and probes. This study examined the strategies used by general education and special education ELA teachers, determined the challenges they faced, and what practices teachers believed needed improving. The interviews were conducted via Zoom. The transcripts were analyzed by looking for data that was relevant to the problem statement and research questions. The transcript information was coded by identifying words or phrases that were consistent in the interviews and tied back to the research questions. Significant findings of this study indicated that there are both direct and indirect opportunities for improvement, as it relates to improving the inclusion class setting in middle school. [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.]