This report presents findings of a Canadian national study of 1,492 regular classroom teachers, administrators, resource teachers, special class teachers, and university students on the inclusion of students with disabilities into general education classrooms. Three data sources were used in the research: an Educator Opinion Questionnaire, voluntary spontaneous written comments from the last page of the questionnaire, and individual, in-depth interviews. Results indicate that the educators' attitudes toward inclusion divided into two major areas. The first related to strong reservations about work load and the effect of inclusion on regular class teachers, adequacy of preservice and inservice professional development, and administrator support for teachers who were including special education students in their classrooms. The second area of concern centered on positive beliefs regarding inclusion and teacher ability. Generally, positive attitudes were held regarding professional ability to accept primary responsibility for included students, the ability of regular class teachers and resource teachers to work collaboratively, and the effect of inclusion on both regular and included students across social and academic domains, particularly the social. Implications of the findings are discussed, including the need for greater collaboration among government agencies, schools, and families. Appendices include the interview questions and a discussion of results. (Contains 63 references.) (CR)