The Individuals with Disabilities Education Act (IDEA) requires that students receive a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Yet, research shows that middle school teachers do not feel prepared to work with students with special needs in the inclusive classroom (Mackey, 2014; Nagro et al., 2017; Pit-ten Cate et al., 2018; Weiss et al., 2018). There are many influences that shape teachers' lived experiences in the inclusive classroom. However, few studies account for the numerous factors that impact teachers daily in the inclusive classroom. To better understand this phenomenon, this study examined middle level science teachers' experiences working with students with significant cognitive disabilities in an inclusive environment through the use of a semi-structured interview approach. By focusing on how educators gain knowledge through everyday situations in the classroom, the situated learning theory (Stein, 1998), serves as the lens through which those experiences will be examined. This study explored the experiences of six general education science teachers, which were categorized into three major themes: Life of the Inclusive Classroom, Formal Preparation vs. Learning in the Midst of Practice, and Need for More Collaboration within a Community of Practice. This study aimed to inform both policy and teacher preparation and professional development and contribute to the literature in order to better support educators in working with this student population. [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.]