The purpose of the study was to investigate factors influencing in-service teachers attitudes toward inclusion. 201 in-service teachers completed the scale of teachers atti-tudes toward inclusive classroom (STATIC) which was developed to examine differences in teachers attitudes toward students with special needs and to identify the relationship between teachers attitudes toward inclusion and their attitudes toward students with special needs in general. Findings demonstrated that the years of teaching experience, the size of class taught, and gender influence in-service teachers attitudes toward inclu-sive settings. Otherwise, this study was unable to suggest that the joint effects of educa-tional position, years of experience, and gender did influence attitudes toward inclusion. Service delivery models, collaboration consultation and cooperative teaching, were dis-cussed for in-service teachers.