One of the most significant changes in education over the last few decades is the movement toward inclusive education. Many schools have adopted an inclusive approach of educating students with learning disabilities (LD) in the regular classroom. The present study utilized a multiple case study approach to examine the perspectives of stakeholders in inclusive education. Each case consisted of a student with LD, a parent of the student, and the inclusive education classroom teacher. A number of similarities and differences in perspectives among the student, parent, and teacher in each case were identified. Similarities and differences in perspectives were also found among each of the case studies. Several practical implications arose from the research. (Contains 1 table.)