This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative support, socio-emotional impact, and state of residence may be predictive of supportive attitudes toward acceleration. In comparison, socio-emotional impact, contact with gifted persons, and self-perceptions of giftedness were identified to be predictive of perceptions that acceleration may be elitist. The implications of the study findings are discussed.