The purpose of this qualitative single case study was to explain how middle school, grade sixth-eighth, ELA teachers describe their preparedness for and attitudes toward the inclusion classroom model. The conceptual framework for this study was the social learning theory that was developed by Bandura. There were a total of 17 participants and data was collected through the use of a questionnaire, individual interviews, and a focus group. The individual interviews and the focus group were recorded using Zoom video conferencing. The data collected was triangulated, coded, and analyzed using Saldana's six themes data analysis approach. From the data analyzed, six themes emerged: 1) A firm foundation in inclusion is lacking due to the lack of preparation from past course work., 2) School administration lack vested interest, support, and feedback in inclusion education, 3) Teachers are provided impractical information for implementation of the inclusion classroom model, 4) Teachers are frustrated with co-teachers confusion of their role in the inclusion setting, 5) Teachers do not have prior experience or knowledge of inclusion which causes discontent with the process, and 6) The absence of confidence for teaching in an inclusion classroom is not present. The findings of this study show what teachers need to be fully prepared to implement the inclusion classroom model with a positive attitude and with success. [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.]