Since their inception in 2001 and 2004 respectively, "No Child Left Behind" (NCLB) and "The Reauthorization of the Individuals with Disabilities Education Improvement Act" (IDEIA) have produced litigious feelings throughout the world of education. One of the most controversial initiatives which evolved from these aforementioned pieces of legislation has been the practice of inclusion. At the conclusion of 2011, legislation introduced a new component to such research. Forty-six states, such as the one in this study, a rural area in a South Atlantic State, are now allowed to request a waiver from the provisions initially set forth in NCLB. The purpose of this quantitative descriptive study was to gain an understanding of the difference in attitudes towards the practice of inclusion between the general and special education K-12 teachers in a rural school division of a rural area in a South Atlantic State that did not make Adequate Yearly Progress (AYP). The recent release of the waiver made this study one of the first to examine such attitudes towards the practice of inclusion when greater accountability is placed on the effectiveness of the teacher. The theoretical framework of this study is based on studies which suggest the success of inclusion is related to the attitudes of teachers. Not only did the results of this study identify if there is a discrepancy in the attitudes between the general and special education instructors, but how those attitudes differ based on the grade levels served, level of training received, years of experience, the perceived benefits of integration, classroom management, perceived abilities to teach students with disabilities, and their overall perceptions of the pullout versus inclusionary room model of special education. The school division in this study included four elementary, two middle, and two high schools. This study used a Demographic Survey as well as the Opinions Relative to Integration of Students with Disabilities (ORI), developed by Dr. Richard Antonak and Dr. Barbara Larrivee (1995). Although both special and general education instructors were found in this study to have a favorable attitude towards the practice of inclusion, both demonstrated a less favorable attitude when considering their perceived abilities to teach students with disabilities in the General education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]