Changes in education laws have left special education teachers to determine how to provide equitable access to the general education curriculum for their students with significant disabilities. Legislation has established the need for equitable access yet has provided little guidance as to how this is to be achieved. It has been stated that teacher beliefs drive teaching practices. This qualitative case study was used to understand how teacher perceptions of access to the general education curriculum impact their instruction. This study utilized teacher observations, lesson plan reviews, and interviews. The results from this study indicate a need to properly train teachers on the proper use of practices and strategies to ensure equity in education for students with significant disabilities. Although teachers were able to give a definition of equitable access, they were not able to fully implement this in their classrooms. Recommendations for further research include using a larger sample population to compare perceptions in larger districts and the types of trainings afforded to these teachers to ensure equitable access. [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.]