The purpose of this descriptive case study was to understand how middle grades general education teachers in a suburban school district in the southeast region of the United States described their attitudes towards including SWD in their classrooms, given that it was unknown how middle school content area teachers in language arts, math, science, and social studies described their attitudes towards inclusion. The theory of planned behavior (Ajzen, 1985) provided the theoretical framework for this study. Qualitative questionnaire responses, as well as semi-structured interviews data was obtained from teachers at four middle schools in a suburban school district in the southeast United States. A combination of descriptive statistical analysis, as well as thematic analysis was used to analyze the data collected in the study to identify patterns and themes among participant responses. Major themes identified in the data related to the research questions were reported in the final results, as well as assertions related to the research questions. The study findings indicated that most of the participating teachers had a neutral to a positive view of the idea of inclusion. The participating teachers noted a social skills benefit to inclusion, but found addressing academic needs of students with disabilities challenging. Although they felt inclusion was preferable for most students, teachers described resource classes as beneficial for some students. Teachers described several factors as essential to meet the needs of students with disabilities. These included professional development, smaller class sizes, time for planning, and qualified support personnel. Participants described using a variety of inclusive practices, such as differentiated instruction and assessments, but also addressed students' social-emotional needs. Although middle schools are placing more adolescent students with disabilities in inclusive classrooms and teachers are supportive of the practice for most students, the data obtained from the present study indicates that there may be improvements that can be made to improve the quality of inclusive content area classes. [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.]