This study mainly investigates the relationship between class environment and attitudes towards inclusive education (IE) in China, with consideration of the impact of relevant background factors including grade, experiences of disability, academic level, area (rural vs. urban), family socio-economic status (SES), being a student leader and gender. A sample of primary school students (N = 1158) was recruited to complete a questionnaire with four scales to respectively measure students' perceptions of attitude towards inclusive education, their class environments, academic achievement level, and family SES, with a set of single-measure questions regarding other background variables. Results revealed that students who perceived class environments with better student-student relationships, better teacher-student relationships, and better discipline and order had more positive attitudes towards IE. The association between the other two class environment variables (competition and learning burden) and attitude towards IE were not significant. Students who self-reported as having disabilities held more positive attitudes towards IE than their peers. Among the background factors examined in this study, only the effect of gender on students' attitudes towards IE is significant. Last, this study also made discussion on constructing inclusive classrooms or communities for China.