The primary purpose for this dissertation is to identify and describe the challenges perceived by general education Judaic teachers as they implement the Jewish studies curriculum for special needs students in an inclusion or regular education classroom. The study population is a group of junior high school Judaic studies teachers in a Jewish Studies day school. A subsidiary goal of this study is to discover what elements of the Judaic curriculum the teachers think are more advantageous in achieving their academic goals. The teachers' preferences explain the logical possibility of implementing curriculum to help the students toward inclusion. The study collects data primarily through semi-structured one-on-one interviews to document the experiences as perceived by regular education teachers as they provide instruction in Judaic studies to both regular education and special need students in a Jewish school program. The conclusions demonstrate a lack of proper training, knowledge, and structure within the development and execution of the inclusion program at a private Jewish Day School in the eastern part of the United States. This does not mean that the current program is without merit or success; however, the implications of this study indicate that improvements could be made. Participants have reported areas of success in increasing the confidence and knowledge base of the learning disabled students within their inclusion program. However, participants also reported classical Hebrew and Aramaic language skills are emphasized less. The implications of this study may change the current practice of the institution of this study as well as similar institutions.