While there is vast research on teachers' attitudes toward inclusive education, few studies have targeted the attitudes and self-efficacy toward inclusive education in charter schools in the United States. The purpose of this study is to explore teachers' attitudes and self-efficacy toward inclusive education based on having attended a teacher education program and years of service. This study examined teachers at a charter school in the northeastern region of the United States. The data showed there was not a statistically significant difference between groups on the combined dependent variables. The results from the data suggest participants feel most confident in their ability to motivate students who show low interest in schoolwork regardless of disability status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]