This investigation used qualitative methods to address teacher perceptions regarding curricular and instructional changes that were made as inclusive programs for students with mild disabilities were developed and implemented in six elementary schools. Results of the teacher interviews revealed that, in contrast to add-on programs that were used in the past in an attempt to implement "mainstreaming " programs, teachers stated that fundamental changes in the school setting occurred as inclusive school programs were developed. These changes related to curricular requirements, instructional methods, methods of grading and related expectations for students' performance, and classroom grouping patterns. In addition, teachers noted that their roles were altered, as more teaming and collaboration occurred. Challenges that occurred as a result of these changes, as well as implications for practice, teacher education, and future research are discussed.
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