Previous research indicated teachers' attitudes significantly impact the success of inclusion programs for students with disabilities. In this quantitative, correlational study, the capability of cultural dimensions (Hofstede's Cultural Dimensions) to predict components of urban, secondary inclusion teachers' attitudes (the Tripartite Model of Attitudes) was explored. It is not known if and to what extent a statistically significant predictive correlation exists between Cultural Dimensions (Power Distance, Individualism versus Collectivism, Uncertainty Avoidance, Masculinity/Femininity, Long-Term versus Short-Term Orientation, and Indulgence versus Restraint) the Tripartite Model of Attitudes (Affect, Cognitive, and Behavior) among inclusive classroom teachers. One-hundred forty-four teachers from Washington State completed the VSM 2013 and the MATIES questionnaires. Results showed statistically significant associations between Affect and Individualism versus Collectivism (r(142) = 0.262, p = 0.002); Affect and Indulgence versus Restraint (r(142) = 0.231, p = 0.005); Behavior and Individualism versus Collectivism (r(142) = 0.265, p = 0.001). Findings indicated teachers demonstrating Collectivism characteristics felt and intended to act more favorably towards inclusion. Implications for administrators and future research are discussed. [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.]