This qualitative study engaged twelve high school general education teachers in the state of Kentucky with certifications in varied secondary education content areas. This study included in-depth, one-on-one interviews and lesson planning observations. Based on study participants' perceptions, it is recommended that pre-and in-service training and education programs are revised throughout the United States of America to improve pre-service training programs and professional in-service learning. Specifically, this research supports that pre-service teacher candidates and in-service general education teachers need to be provided with opportunities to practice implementing inclusive strategies and methods in real-world inclusive classroom settings. The study findings emphasize this strategy of practicing with observation and feedback from experienced colleagues to collaborate on teaching and learning effective inclusive practices, supports, and services. The hoped-for goal of this study is that current pre-service teacher candidates and high school general education teachers will be enabled to utilize such knowledge and skill to provide and sustain inclusive classrooms for students with disabilities. Essentially, the perceptions of 9th through 12th grade general education teachers regarding current pre-and in`-service training, teacher candidate university courses, and continuing professional education programs provide school administrators and faculty with detailed suggestions of good practices for improving the effectiveness and success of inclusive instruction for all students. [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.]