When it comes to writing Individualized Education Plans (IEPs), the least restrictive environment (LRE) is described as the general education classroom. However for some students, especially those who struggle socially, emotionally, and behaviorally, the general education environment is the most restrictive. This research aims to answer the question of whether inclusion should be the goal for all students or if an alternate learning environment would lead to improved social emotional health of students with special needs. Through quantitative data collection and a descriptive research design, the researcher challenges the idea that inclusive practice is best practice. Findings suggest that although there is no statistical correlation between time spent in general education and frequency of behavior problems in students with disabilities, data indicates that students who spend the most time in special education classrooms display fewer problem behaviors. It is also found that there is uncertainty among staff members regarding the implementation of inclusion, especially pertaining to students with high needs. While this research provides insightful information, further research is needed to fully understand the social emotional impact of inclusion on students with disabilities.