This article reports the general findings of a survey study designed to extend knowledge about high school teacher attitudes toward the inclusion of students with disabilities in general education classrooms. Specifically, the study examined the extent to which high school teacher attitudes toward inclusion are affected by classroom experience level, gender, amount of special education training, and content or subject area taught. The participants, included 125 teachers from a large suburban high school in San Antonio, Texas, voluntarily completed an Inclusion Survey that measured teacher attitudes using a twenty-item, four-point, forced-choice Likert scale. The Inclusion Survey measured teacher attitudes in four domains: Teacher Training, Academic Climate, Academic Content/Teacher Effectiveness, and Social Adjustment (students). The data was analyzed using analysis of variance factorial techniques (ANOVA). Analyses revealed a significant difference between the amount of training or experience the teachers had in teaching students with disabilities and the presence of positive or negative attitudes toward inclusion. Teachers who reported higher levels of special education training or experience in teaching students with disabilities were found to hold more positive attitudes toward inclusion. This result suggests that teachers with special education background or training and those who already have positive attitudes towards students with disabilities may be predisposed to seek out additional inclusive education practices and be more willing to be assigned to general education classrooms in which students with special needs are included. (Contains 2 tables.)