The present study was an attempt to understand the perceptions and opinions of general elementary school teachers and special education teachers regarding the Regular Education Initiative Integration of children with mild disabilities. The specific problems being investigated in this study are as follows: 1. What characterizes the perception and attitude of general elementary school teachers and special education teachers about Regular Education Initiative Integration in the elementary school? 2. Do the perceptions and opinions of general teachers and special education teachers vary according to their personal backgrounds? A questionnaire of 62 items across 7 subscales were administered to 72 general elementary school teachers and 50 special education teachers in Incheon metropolitan area. It was found that both general teachers and special education teachers had positive attitude toward the necessity of Regular Education Initiative Integration of children with mild disabilities. But special education teachers held more positive attitudes than general teachers. Teachers with teaching experience of 5 years or less showed the most positive attitude whereas teachers with teaching experience of 10 years or more had the least positive attitude toward Regular Education Initiative Integration. Regardless of their backgrounds, however, teachers listed our society\'s negative attitude towards disabilities, insufficient teaching aids/materials for integrating children with mild disabilities in regular class, and teachers\' overload as major obstacles to the successful integration.