Abstract: Teaching students with emotional and behavior disorders in inclusive settings has been a critical debate for many years. It is important to know the reasons for supporting and not supporting teaching these students in inclusive settings. The purpose of this study is to review studies that support or contradict the notion that students with EBDs should be taught in inclusive settings. The study's method was a review of literature that led to identify the barriers and facilities for teachings students with EBDs in inclusive classrooms. A total of 18 studies met the study's inclusion criteria and were reviewed in this research. Results indicated that most of the reviewed studies do not support teaching students with EBDs in inclusive classrooms. The studies that did not support inclusive represent 77% of the reviewed studies. However, few studies support inclusive for students with EBDs that may benefit these students in inclusive settings. These studies represent only 38% of the total reviewed studies. Implications for future studies and practice are discussed.