This qualitative study investigated the effect of full inclusion of learning disabled students in Seventh-day Adventist classrooms. Information on the dynamics of full inclusion was gathered through interviews with 15 elementary teachers in a Western Conference of Adventist. Literature on inclusion in public and private educational systems was reviewed. Additional information was gathered from Adventist educational policies and procedures in relation to inclusive practices. Findings revealed that while SDA educational policy does not recommend acceptance of learning disabled students into general education classrooms, these students are attending. Qualitative analysis of the data identified: (a) types of learning disabilities seen in Adventist classrooms; (b) the effect of inclusion on teachers, students, and the learning environment; (c) strategies used by teachers to accommodate learning disabled students; and (d) recommendations by teachers for the improvement of inclusive practices in Adventist classrooms. A review of the REACH Resource Manual is included.