Students who have been identified as having an Intellectual Disability (ID) face challenges regarding their placements in accordance with IDEA. This study investigated general education teachers' attitudes, beliefs, and perceptions of preparedness to having students with intellectual disabilities in the general education inclusion classroom. This study looked at how general education teachers' attitudes and beliefs impact the success of ID students in the general education inclusion classroom setting. General education teachers often feel unprepared when teaching students with ID. Wolfensberger's Theory of Normalization served as the theoretical framework to develop inclusive practices and build an awareness about students with ID. Data was collected from 15 general education teachers from a survey on attitudes, beliefs, and preparedness. The findings suggest that teachers' attitudes, beliefs, and perceptions of preparedness are key to the overall delivery of instruction to students with ID. The results may promote social awareness by providing general education teachers resources and training on how to work with students with ID that are placed in the general education inclusion 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.]