Education equality and the inclusion of students with disabilities have been a long-traveled journey. Though there has been an increase in this student population within the general education classroom, research suggests less of students with mild to moderate disabilities are mainstreamed. It is important to understand how any existing barriers that may influence the inclusion of this student population. Thus, this study explored teacher perceptions at the campus level as they relate to mild to moderate students with disabilities. A quantitative cross-sectional survey was provided to thirty general and special education teachers from several elementary, middle, and high schools within an urban school district. The Attitudes Towards Teaching All Students (ATTAS-mm) Instrument was used for this study to understand three components of attitude: cognitive, affective, and behavioral. The study included one overall research question: "What were general and special education teachers' perceptions toward the inclusion of students with disabilities as relates to certain characteristics and domains? The findings of this study unveiled that the greatest impact on inclusion perceptions was based upon the cognitive and affective domains. Both teacher roles believed having access to best practices and models could affect the instructional delivery towards students of this population, but the severity of the disability could provide challenges within this area as well. General and special education teachers support the involvement of students of this population, however ongoing professional development, collaborative planning, and support are needed to bring a sound inclusive structure to fruition. [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.]