The present study examined the relationship between New York State certified general education and special education teachers' attitudes towards teaching inclusion. It was hypothesized that there will be significant differences and relationships among variables between NYS certified general education and special education teachers. The sample consisted of 42 participants from a public school in Flushing, New York. Eighteen participants were special education teachers and twenty-four participants were general education teachers. A Personal Data Sheet (PDS) was used to assess age, gender, highest level or post-secondary education, classroom setting and years of teaching experience. A survey was created by the examiner adapted from The Creating Inclusive Classrooms: Effective and Reflective Practice by Spencer J. Salend (2001). The survey was a 15 item Likert Scale containing questions assessing attitudes towards inclusion between NYS certified general and special education teachers. An independent samples t-test, with an alpha level set at .05, was used to determine whether a significant difference in attitudes towards teaching inclusion existed between general and special education teachers. The results indicated a significant difference between the two conditions, t(40) = 2.106, p<.05. A Multiple Comparisons Post-Hoc test with four conditions, with an alpha level set at .05, was used to examine whether significant relationships existed between attitudes towards teaching inclusion and number of years teaching. The four conditions were 0-5, 6-10,11-15 and 16-20 years teaching experience. An analysis of data revealed there was a significant difference only between the 0-5 verse 6-10 years experience groups. A Pearson Product Moment Correlation Coefficient, with an alpha level set at .05, was used to determine whether a significant relationship existed between a teacher's age and attitude towards teaching inclusion. The results indicated a weak, positive and non-significant relationship between the two variables, r(40) = +.279, p>.05. A Pearson Product Moment Correlation Coefficient, with an alpha level set at .05, was used to determine whether a significant relationship existed between the number of professional development activities taken in the area of special education and attitudes towards teaching inclusion. The results indicated a weak, negative, non significant relationship between the two variables, r(40) =-.089, p>.05.