Dr. Stephen R. Pickard is currently serving as an adjunct professor at Gardner-Webb University located in Boiling Springs North Carolina. He is a retired educator having served 21 years as a classroom teacher at both the middle and elementary levels. In addition to his service as a classroom teacher, Dr. Pickard served as a public school administrator and as a Board Examiner for the National Council Accreditation of Teacher Education out of Washington, DC. Dr. John A. Kaufhold is a professor of educational leadership at Gardner-Webb University. He has acted as Dr. Pickard's mentor in his research project and has supervised the writing of this article. The purpose of this qualitative case study was to examine the implementation of the Welsh Inclusion Model at a Title I elementary school in grades 4 through 5 in the Piedmont area of North Carolina. The researcher visited the Title I school, which was embarking in only its second year in the implementation of the Welsh Inclusion Model. During these visits, the researcher interviewed the principal, the Director of Elementary Education, and two inclusion teams. The entire group participated in a focus group interview. The surveys, interviews, Inclusionary Team-Teaching Analysis Protocol (ITTAP), and Co-Teaching rubric provided data that were triangulated to determine how well the school was implementing the Welsh Inclusion Model as well as the effects the program had on students' learning.