The present dissertation sought to establish whether there are differences in attitude of regular education teachers, special education teachers, regular student teachers, and special education student teachers toward stuttering and school children who stutter (CWS). It also sought to determine whether attitudes of teachers differed based on gender, geographic location, or educational level. A mixed methods design was applied to explicate beliefs and attitudes of teachers. This approach helped the researcher to inquire into how much knowledge teachers have about stuttering and how they describe and cater to the educational needs of school CWS. The survey had a random sample of 324 participants who completed the POSHA-S questionnaire while semi-structured interviews involved 13 participants. The researcher used a cyclical, inductive thematic approach to identify, verify, and describe themes that emerged from analysis of qualitative data. Themes were explained in investigator narratives and illustrated through participants' quotes. This helped to preserve the authenticity and validity of the results. The findings show significant differences in attitude toward stuttering and school CWS between special education teachers and regular education teachers, and special education teachers and student teachers. However, the study did not find significant differences between regular teachers and student teachers. There were also no significant differences in attitude of teachers based on gender and geographic location except for educational level. Results further show that attitude of practicing teachers and student teachers toward stuttering and school CWS is generally negative; and their knowledge and beliefs about stuttering are characterized by misconceptions and misinformation. One of the implications of the findings is need for increased knowledge about stuttering to help dispel myths, clear misconceptions, and correct misinformation of practicing teachers and student teachers if needs of school CWS are to be addressed. It further calls for a curriculum and training of teachers that reflects an enriched content about stuttering if they are to cater to the needs of school CWS. Additionally, special education teachers could provide a starting point for intervention programs aimed at attitude change among teachers. Finally, the study adds additional data to global understanding of teachers' attitudes toward stuttering. [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.]