Despite legislation and the best efforts of special educators, students with disabilities continue to be segregated from the general education curriculum and classroom for a majority or part of the school day. Inclusion is often the goal, but is seldom fully implemented. This interview-based study explores new special educators' lived experiences with inclusion. Findings reveal that inclusionary practice widely varies and takes on many forms. Barriers to inclusion include negative attitudes of general education teachers, essential personnel's lack of knowledge of inclusionary practices, and insufficient administrative support. Practices that support and facilitate inclusion are identified and discussed, as are implications for teacher preparation programs.