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Many students with learning difficulties (LDs) receive their education in regular (inclusive) classrooms. Although some studies suggest that general teachers have varying degrees of skills, knowledge and willingness to provide academic, interpersonal and environmental support to these students, little is known about how these students experience various aspects of teacher support in inclusive classrooms. This study investigates these students’ perceptions of teacher support by applying Q methodology. Twenty-six primary and lower secondary school students with LDs who were receiving education in regular classes participated in the study. The findings show that students with learning difficulties perceive teacher support in three main ways: those who perceive many areas of such support to be adequate and satisfactory, those who are upset with teachers’ lack of emotional sensitivity and relational bonding and those who are ambivalent about teachers instructional, curricular and emotional support.