This qualitative phenomenological study explored psychosocial coping strategies used by inclusion classroom teachers of English language learners (ELLS) with learning disabilities (LDs). Participants consisted of fifteen elementary, middle, and high school inclusion teachers. Lazarus' and Folkman's (1984) coping as a process theory was used as a framework to elicit descriptive information about teacher coping experiences. Lazarus' and Folkman's (1988) eight ways of coping strategies include: confrontive coping, distancing, self-controlling, seeking social support, accepting responsibility, escape-avoidance, planful problem solving, and positive reappraisal. Classroom observations, in-depth interviews, and written critical incident reports provided data about how the teacher participants coped in the classroom. Analysis revealed that, no matter the personality type, grade level, or gender, inclusion teachers find individual ways to use psychosocial coping strategies. In general, however, elementary teachers coped by using the seeking social support and the self controlling strategies, middle school teachers coped by using the planful problem solving and the accepting responsibility strategies, and, similar to middle school teachers, but inversely, high school teachers coped by using the accepting responsibility and the planful problem solving strategies. Balancing feelings of stress, responsibility, and/or obligation with coping actions or thoughts assisted these teachers with lesson delivery, teacher/student relationships, and with their own well being. Implications for administrators, teachers, and teacher educators are discussed.