The purpose of this qualitative descriptive study was to explore how both general and special education teachers describe their preparedness on overcoming attitudinal, environmental, and institutional practice barriers for special education students in an inclusive classroom in Anambra, Nigeria. The theoretical foundation for this study was the social model of disability developed by Mike Oliver. Three research questions were developed from the theoretical foundation that guided the study. They can be summarized as: How do general and special education teachers describe their preparedness for overcoming attitudinal barriers, environmental barriers, and institutional practice barriers for special education students in an inclusive classroom? The data sources were semi-structured interviews and focus groups from 12 general and special education teachers that teach in an inclusive classroom in Anambra, Nigeria. Nine themes emerged from the data to address the research questions, some of which are: only some teachers are prepared for inclusive teaching, need to address cultural bias against disabled people, non-accessibility of the physical environment by students with disabilities, and inclusive education training is needed for teachers. The findings show the desire for teacher preparation to acquire the skills to implement the policy on inclusion, and the need to for an enabling environment accessible to the students with disabilities. For future research a study could be conducted to explore the necessary programs and their effectiveness for teacher preparation. Future research should also focus on the specific curriculum for training teachers to teach in an inclusive classroom. [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.]