This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are appropriate for students who endanger, and disrupt the learning. For RQ2 independent samples t test analyzed quantitative data and found significant differences. RQ3 qualitative data determined majority of general and special education teachers believe that inclusion provides advantages for students with behavior intervention plans when there is efficient collaboration. This study uncovered factors influencing teachers' attitudes towards inclusion relating to students with BIPs. Descriptors: inclusion, general education, special education, BIPs. [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.]