This study evaluated a new measure of teachers' attitudes toward students with special needs included in regular education classrooms. Approximately 516 teachers (308 regular and 186 special education) from five school districts completed the Scale of Teachers' Attitudes Toward Inclusion (STATIC). Statistical analyses suggested robust psychometric properties for the STATIC. Special education teachers scored higher on the STATIC than secondary teachers. Higher scores on the STATIC indicated more optimistic or positive attitudes toward inclusion. Implications from this large scale analysis suggest the need to: (1) examine the effects of teachers' attitudes on performance of special education students; (2) guide placement decisions for special education students; (3) screen prospective teachers prior to employment; (4) shape teacher education programs; and (5) diagnostically focus remediation on specific dimensions of attitude requiring modification. (Contains 37 references.) (DB)