There has been an increasing movement to include children with disabilities in general education classrooms. However, the goal of inclusion is often not met by teachers. The purpose of this qualitative exploratory single case study was to gain insight and understanding about general education teachers' perceptions concerning the performance of students with specific learning disabilities (SLD) in high school mathematics inclusive classrooms in a large urban high school in Maryland. The researcher will also seek to understand the impacts teachers' perceptions have on students with SLD's performance in high school mathematics in inclusion classrooms. The participants were 10 general education teachers in a high school located in a large urban city in Maryland where inclusion policies have been implemented. Interviews were analyzed using the Yin (2018) methods to address the research question: What are the perceptions of general education teachers concerning the performance of students with specific learning disabilities (SLD) in high school mathematics in inclusive classrooms? Five thematic categories were developed to fully explain and comprehend the research question: overall experiences, challenges, best practices, advantages, and disadvantages experienced by the general education teachers teaching students with SLD in high school mathematics in inclusive classrooms. Completion of the analysis showed that general education teachers found that employing a wide range of effective teaching strategies was essential in an inclusive classroom. For general education teachers, the main challenges were managing teacher conflicts and the probability that students with SLD in high school mathematics may have trouble adjusting to the inclusive setting. Teachers must take ownership of the shift in process. Meanwhile, one advantage of classroom inclusion was having the opportunity to monitor students more closely. The primary recommendation for future research is that scholars might consider incorporating the experiences of administrators and parents of students who have successfully completed an inclusion program. [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.]