This case study was intended to explore the premise that the perceptions of the stakeholders regarding inclusion should enhance the implementation of the process in a k-12 rural setting. Therefore, rural high school students’ and rural general education and special education teachers’ perceptions of inclusion provided the primary focus of this case study. Data analysis identified that while overall general education teachers supported the idea of inclusion they did not believe that they were trained. Additionally, the students supported the concept of inclusion when they were allowed choice in which classroom they were placed and if the teacher allowed choice in classroom activities. Also the classroom size was identified by all stakeholders as an issue by being affected negatively by the addition of more students being placed in inclusive classrooms. Implications for the teacher training, and the allocation of resources in rural settings are significant
