This research explorers the operationalization of inclusion in New Brunswick secondary science courses. Ten teachers from seven schools in both rural and urban sectors of an Anglophone School District agreed to participate. Data were analyzed through a constant comparative model and three major themes emerged. The first, classroom composition, indicated that the presence or absence of specific learners guides how science teachers present concepts and the depths to which they can be covered. The second, planning time, illustrated the importance of collaboration between professionals within a school for inclusion to be carried out successfully. The third, execution of daily lessons, explored the day-to-day changes that influence teaching despite long-term planning. Teacher stress level is perceived to be on the rise, but many teachers were hopeful for meaningful educational reform.
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