Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self-efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in-service teachers in support of inclusive education.