The present study investigated the perceptions of upper elementary and high school general education teachers towards special education programming and whether they felt prepared to meet the needs of students with Individualized Education Plans. The literature review provided a comprehensive synthesis of existing research on the topic researched, offering an in-depth exploration of key themes, trends, and findings in the relevant academic literature. It critically examined assorted studies, theories, and methodologies researchers employ, identifying gaps and areas of consensus. The purpose of this study was to build from the foundation set by existing bodies of related literature, to gain formal insight into the perceptions of general educators responsible for serving students with disabilities, and to carefully examine their perceptions concerning preparedness to serve their students with disabilities. As it relates to student learning and academic success, student-teacher relationships are a critical factor (Demerath et al., 2022). Children from a very young age can detect differential treatments and infer their teachers' beliefs about them (Badad, 2009). As a result, according to Kuklinski & Weinstein (2001) and Urhahne (2015), this affects the children's self-image and motivation (Mizala et al., 2015). The findings of this research study suggested while general education teachers feel prepared to support students with disabilities and demonstrate confidence in applying inclusive teaching strategies and accommodations for special education students, there are significant areas where improvements can be made. The implications highlighted those areas for improvement in special education programming. While collaboration between general and special education teachers was seen as essential, it remains limited due to time constraints. Additionally, cultural responsiveness was underemphasized, pointing to the need for more training in this area. Although teachers feel like large class sizes hinder the effective implementation of inclusive practices, they remain committed to supporting students with disabilities despite this challenge. Finally, improving the alignment between special education and general education programs is needed as a means of providing consistent support for all students. [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.]