There has been limited research regarding how general education teachers prepare typical students to communicate effectively with students with disabilities. Therefore, this study explored the lives of eight Michigan general education teachers who instruct typical students and students with disabilities to fill the literature gap. Using Moustakas' Transcendental Phenomenological method, six themes emerged to describe the lived experience of general education teachers. The themes included the role of education, professional teacher development, instructional strategies, emotional intelligence, the active domain of learning, and cross-cultural communication skills. According to the findings in the study, preparing typical students' to communicate effectively starts with curricula in which all teachers, including special education teachers, integrate emotional intelligence (EI) and social and relationship skills; the third component of EI that supports effective communication. The results of this study can be used in teacher preparation programs for general education teachers and pre-service professional development (PD) opportunities for schools and school districts, specifically to prepare general educators to teach students with disabilities. College teacher education programs should include additional courses that contain strategies to teach students with disabilities and include student teaching in special education settings for all teachers, not only special education teachers. State and local governments can facilitate these recommendations through policymaking, academic courses, and in-service educational learning opportunities. [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/en-US/products/dissertations/individuals.shtml.]