This study compares stakeholders' perception to attributes within the working model of today's general and special education system, seeking answers to what may be affecting successful experiences for all involved. Inclusive education benefits students with and without disabilities, and is required by law. Some teachers seem resistant to students with exceptionalities in their general education classrooms. Something is missing that is not supporting the initiative for inclusion. Patterns of best practices, obstacles, and other solutions will be sought out. This method of research is based on a literature review of qualitative, quantitative, and mixed-method articles and media. Common themes were established through coding and comparing to determine obstacles, issues, and solutions in real-word applications. Analysis of these patterns resulted in conclusions around the complexities involving policy, training, teacher relationships, community values, instructional strategies, student individual needs, the way we use and collect data, and other obstacles to inclusion were drawn.