Purpose: This study aimed to identify the organizational factors necessary for an inclusive special education model as identified by special education teachers and school site administrators. Specifically, explored the importance of implementation factors (i.e., fidelity) and organizational factors (i.e., administrative support), as well as obstacles related to implementation, perception of organizational factors, and the relationship between school special education site administrators and teachers. Methodology: The sample population was 100 special education teachers and 50 administrators from 5 Southern California districts who were implementing a greater than 40% inclusive education model. Each participant had the option to complete a 20-item questionnaire developed by the principal researcher based on the following four theoretical areas: (a) zone of proximal development; (b) self-efficacy; (c) professional learning community; and (d) communities of practice. The survey was a Likert scale that ranged from 1 (very important) to 4 (not important). Descriptive and statistical analyses were used to determine if there were significant trends in the data as well as group differences between teachers and administrators. Findings: Results of this study have identified various areas of future teacher and administrator training and highlighted teacher and administrator factors related to inclusive education models that have the potential to promote inclusive education practices. Conclusions: The study indicates that there is a need for the utilization of a site-based approach in training and the implementation of new programs to make sure site-based factors are present and supported. Recommendations: Future research regarding the effects of ongoing professional development training once in their roles. Literature emphasized the importance of educators adopting a growth mindset as opposed to a fixed mindset. Additionally, the research could be conducted regarding the effectiveness of site-based plans utilized to support inclusive education and the amount of training in administrator and teacher credentialing programs. Additional research regarding how site budgets are spent on special education programs and the accountability attached to the process may identify any of the systemic problems that may exist. [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.]