Poor adaptation of teaching strategies is a challenge in education. With this, I explored the successful adaptation of receiving teachers' teaching strategies. I employed descriptive qualitative research design, purposive sampling, in-depth interviews and thematic analysis. Six study participants made me realize that successful adaptation of receiving teachers is shaped by an interconnected support system, an emotional adaptive process, and responsive and flexible teaching strategies. Receiving teachers, administrators, and policymakers may strengthen support systems through guidance, well-being programs, and responsive strategies to enhance emotional regulation, instructional adaptation, and flexible and effective teaching practices in inclusive classrooms. I look forward to using multiple linear regression and exploratory factor analysis, and phenomenological research to examine the relationships among teachers’ support systems, emotional adaptation, and responsive teaching practices.