The Individuals with Disability Act of 2004 states students must be serviced in their least restrictive environment. However, educators see more and more students being provided their instruction in resource rooms, with little evidence that the students are making more progress in a more restrictive environment. This study examined the implications of educating students in a resource room setting for the entirety of mathematics versus providing students the opportunity to learn in an inclusive general education environment while receiving their supports, services, and specially designed instruction. The primary purpose of this initiative was to determine if students with learning disabilities or other health impairments could be just as successful, if not more successful, in an inclusive environment for mathematics rather than being serviced in a resource room class for the entire hour-long math class. The study also aimed to identify if the professional development provided around inclusive practices supported the teachers in ensuring student success utilizing the strategies taught through Inclusive Schools Initiative, such as small group instruction. [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.]