The purpose of this study was to investigate educator perceptions regarding the externalizing and internalizing behaviors of special education and general education students. The population for this study was three selected full inclusion elementary schools in Middle Tennessee. The research technique used in this quantitative study was causal comparative. These causal-comparative tests were performed using an inferential parametric independent t-test, as well as a non-parametric Mann-Whitney U-test to show confidence in whether the t-test was accurate. The findings from this study were that teacher perception scores showed that special education students have more internalizing and externalizing behaviors than general education students.