Abstract
This study was to gather and report information from California State University (CSU) professors on whether students with disabilities are receiving quality secondary education in the State of California. The author sent out seven open-ended questions to professors who were currently teaching in the Teacher Education and Special Education departments. By using Strauss and Glaser’s (1967) four-stage analysis of grounded theory to analyze the professors’ responses. The two emergent themes that results indicated were that professors perceived a lower quality of secondary education for students with disabilities were receiving; the second was the lack of education that potential secondary educators were receiving within their perspective programs. The inclusive preparation model (IPM) theory that resulted from the yielded results suggested that professors believed that the current CSU teacher preparation program needed to reform their program to ensure that students with disabilities would receive the quality secondary education.