The problem this study addressed is that school districts have employed specialized Emotional-Behavioral Disability (EBD) classrooms to help facilitate greater participation in the general education setting by students with EBD; however, general education elementary teachers' intention towards inclusion of EBD students is a barrier to reaching the full scope of FAPE and it is unknown whether there is any effect on teachers' intentions towards inclusion of EBD students based on utilization of these classrooms on general education elementary school campuses. The purpose of this qualitative, descriptive case study was to gain understanding of if the structural support of a specialized EBD program, on a general education campus, has an effect on the intentions of general education elementary teachers towards EBD inclusion. Intention, based on the Theory of Planned Behavior, is a three-factor model for predicting behavior. This conceptual framework, along with a review of literature were the guiding principles to the development of themes within this study. 20 general education elementary teachers in the North San Diego area participated in a 12-question semi-structured interview and the 19-question Differentiated Attitudes Towards Inclusion Scale survey. Data analysis of the interviews were completed using Computer Aided Qualitative Data Analysis Software - Quirkos followed by analysis of codes and themes. Data analysis of survey data was completed using Google Sheets. Findings showed that lower positive environmental influences and lower self-efficacy lead to lower intention for inclusion of students with emotional-behavioral disabilities. Findings also showed that general education elementary teachers that have a specialized program on their campus have a lower intent towards inclusion. Recommendations for practice suggest providing relevant training to preservice teachers, districts ensure that site administrators have the capabilities to create and maintain positive environments for inclusive education, and schools provide evidence-based, applicable, training for general education elementary teachers for working with emotional-behavioral disabled students. Recommendations for future research suggest examining what kinds of training teachers would find the most useful, if/what evidence-based practices do districts and schools utilize for training purposes, and/or quantitative research opportunities. [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.]