Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full inclusive classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos for their classrooms. Ergo, the purpose of this study was to investigate teacher attitudes towards inclusion. The study was controlled by three major points of inquiry to determine statistical significance: 1.) Would years of experience matter in teacher attitudes? 2.) Would sex make a difference? 3.) Would the school level matter? A total of 203 southeast Georgia teachers agreed to respond to an 8-item survey pertaining to beliefs about inclusion, benefits of inclusion, preparation for teaching, and availability of materials and assistance. The data from middle, k-4, and high school teachers held some surprising results.