Gaps exist between the legislative mandates and what educators are able to deliver in the U.S. school system. The purpose of the study was to identify strategies that might be incorporated in inclusive educational environments to better train and equip professionals who work in inclusive situations. The data examined included perceptions of educators regarding training, resources, and legislation related to inclusive educational environments. Research has shown minimal resources and training related to inclusion. Twenty educators were interviewed to determine their experiences and their needs to successfully function in inclusive situations. Findings indicated that educators desired training in team building and communication strategies. Other areas of training needs included professional development sessions that educated teachers and staff about the traits of students with special needs, strategies used to work with students in inclusive settings, and definitions related to how inclusive environments operate. The study revealed the need for collaboration time among general educators, special educators, and administration. Educators also mentioned that observations in educational environments that have successfully implemented inclusive classrooms would be beneficial. The majority of educators also stated that positive relationships among administration, general educators, and special educators would promote a collaborative atmosphere when working in inclusive educational environments. Recommendations related to the findings supported the need to further investigate the relationship between legislation, implementations related to legislation, and effective practices associated with inclusion.