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American high schools with full-inclusion programs often struggle to offer effective academic instruction to students with disabilities. While academic researchers have conducted studies on inclusion programs, a literature review revealed a dearth of academic studies specific to inclusion programs in secondary schools. The purpose of this qualitative study was to examine the attitudes of general-education teachers in urban, Title 1 high schools regarding the ability of those teachers to provide effective academic instruction to students with disabilities in schoolsthat offer full-inclusion education. Social media surveys were dispersed across the United States to measure teachers attitudes about inclusion education in their schools. Multiple themes emerged from the data, including the importance of materials and resources, qualifications and ability, and administrative support in shaping the attitudes of teachers. Overall, too many education leaders in America are failing students with disabilities. Leaders are not providing special education students with effective education, which yields poor graduation rates and, potentially, life-long struggles in the work world.