This mixed methods contextual research study examined the perceptions, efficacy, and collaborative role of middle school general educators towards educating children with disabilities within an inclusion classroom. Consequently, the researcher focused on the efficacy of their instructional abilities and identified skills lacking in the inclusive setting to enhance the process through training and support. The Concerns Based Adoption Model (CBAM) was utilized to measure the participants' concern levels in the inclusive process and to implement a collaborative intervention as a catalyst for growth and improvement. As part of the CBAM, surveys, observations, and formal interviews were utilized as instruments of measure to sequentially collect and analyze data from the target population in four distinct phases. The quantitative data, consisting of a pre and post survey and classroom observations, were analyzed through descriptive statistics to determine the pre and post means of the target population as a method to measure their concern level changes following the collaborative training. The qualitative data, consisting of formal interviews, were analyzed with the open coding method to locate categories and subcategories of data as a way to holistically analyze the populations' behavioral response to the intervention. As a result of the training, there was supportive evidence that found that the collaborative intervention enhanced the general educators' perception, understanding, training, and support within the inclusive process. Because these factors positively impacted the participants, their efficacy to educate these children improved as well.