Students with emotional and behavioral disorders are at risk for academic failure in general education-inclusive classrooms. The problem addressed in this study was that some students with emotional and behavioral disorders are not academically progressing in middle school-inclusive classrooms. This qualitative single case study aimed to explore general education teachers' perceptions about why some students with emotional and behavioral disorders are not making academic progress in middle school-inclusive classrooms. The sociocultural theory of learning was implemented as the guiding lens for this study's conceptual framework. The study was located in a public school district in the southeastern United States consisting of 10 middle school general education teachers. Semi-structured interviews and critical incident questionnaires were used for data collection. Thematic analysis was used to determine emerging themes, and data was organized using the NVivo program. The themes that emerged from the first research question were disruptive behavior, support systems, and teacher professional development. The themes that emerged from the second research question were environment, student interpersonal relationships, and instructional practices. The study revealed that general education teachers are not adequately prepared to teach students with emotional and behavioral disorders, and these students are at risk of academic failure if support systems are not put in place that provide behavior and instructional strategies and interventions, positive environments, and teacher professional development. The contribution of knowledge from this study and the implementation methods may help teachers continue applying effective strategies and interventions to reduce disruptive behavior, increase positive social interactions, and increase academic performance outcomes for students with emotional and behavioral disorders. [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.]