The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of Swedish special educators' attitudes towards participation by students with ID in the community outside the school building. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators' attitudes towards participation by students with ID in the community outside the school? 148 special educators filled out questionnaires about their self-efficacy beliefs and other personal variables. We found that special educators are overwhelmingly positive towards more community building. However, self-efficacy for education of students with ID was, on average, negatively associated with attitudes towards more community building. We conclude that our findings should have consequences for teacher education programmes in special education.