Although educators have expressed support of inclusion as a theory, they have been reluctant to implement inclusion practices in their classrooms. This disconnection between belief and practice was addressed through a phenomenological study that allowed general education teachers to share their experiences and beliefs related to the inclusion of autistic students in general education classrooms. This study, guided by Bandura’s theory of self-efficacy, examined how teachers’ self-efficacy was associated with their willingness to teach autistic students in inclusion classes. The sample consisted of 10 general education teachers working in a small suburban school district, and the use of teacher interviews was implemented to obtain rich, detailed data on teacher experiences with inclusion and their beliefs related to inclusion of students with autism spectrum disorder (ASD) in general education classes. Moustakas’ modification of the van Kaam method of analysis of phenomenological data was followed. The analysis of the data indicated that general education teachers felt capable of teaching inclusion classes if provided with consistent planning time, administrative support, and professional development opportunities. The implications for social change from this research included that teacher leaders are able to work within their school community to ensure a smoother transition for the increasing number of autistic students being instructed within general education classrooms. This outcome can promote social change beyond the classroom into society as autistic students are more readily accepted and educated alongside their typical peers.