This study examined attitudes toward inclusive education among rural educators serving students with mild disabilities, with attention to the effectiveness of three models to promote attitude change. The three interventions assessed were a 1-day inservice meeting followed by a pilot inclusion project during the academic year; a graduate course meeting weekly for 12 weeks; and a week-long intensive graduate course. Elementary school practitioners (n=181) completed a Teacher/Administrator Attitude Questionnaire before and after the staff education interventions. Staff (n=13) involved in the pilot inclusion project completed a Collaborative Teaming Questionnaire. Elementary school students (n=33) with special needs also completed a questionnaire, Feelings about Self, to measure social integration at school. For the staff members, each of the three intervention strategies was found to be effective in promoting positive attitude change about inclusive education. Student responses indicated agreement with inclusive practices as well as resource room or pull-out practices. The three questionnaires are appended. Four tables showing survey results are included. (SW)