[Purpose] The purpose of this study was to investigate the experiences of general education teachers in operational inclusive education and their perceptions and improvements of the inclusive education support teacher system, and to provide implications for improving the conditions of inclusive education. [Method] To achieve this, in-depth interviews were conducted with seven general education teachers of inclusive classrooms, and the interview data were analyzed using the constant comparative method. [Results] The results are as follows: First, the general education teachers of inclusive classrooms made efforts to promote interaction, understanding, and trust between students with and without disabilities, as well as to enhance students’ self-esteem. The inclusive education support teachers played a role not only in providing specialized guidance for students with disabilities but also in supporting all students who required individual assistance. Second, the general education teachers found it difficult to prepare lessons, secure time for cooperation, and guide students with disabilities in learning and social skills, while teachers in integrated education support cited ambiguous roles, low awareness, and lack of operating model in schools as difficulties. Third, as an outcome of inclusive education, all students, including students with disabilities, experienced growth and change, and realized the value of inclusive education. Fourth, as a demand for improvement for successful inclusive education, it emphasized the need for policy support such as expanding the deployment of dedicated inclusive education support teachers, developing various operating models, and supporting the strengthening of the competencies of inclusive education support teachers to improve the inclusive education support teacher system. [Conclusion] While there is a positive outlook on building an inclusive education support environment, there are also issues such as the absence of clear criteria for assigning support teachers to inclusive classrooms, ambiguous roles, concerns about the institutionalization of support staff, and limitations on the implementation of collaborative teaching. Along with efforts to improve the system, ongoing discussions are needed on practical operational strategies for inclusive education support teachers.