When establishing inclusive or whole schooling practices, the attitudes of students towards their peers with differing abilities to themselves is potentially a critical determinant in the success of schools to manage diverse student populations. This research investigates any potential changes in peer attitudes following the inclusion of previously segregated students into a regular school setting. The target group for this study is all Year 8 (N=199) students at a middle school in regional Western Australia. The attitude of the Year 8 students towards students with disabilities is measured using the "Peer Attitudes Toward the Handicapped Scale (PATHS)." The PATHS questionnaire was administered at the beginning and end of Semester 1 in 2003. Teacher perspectives of student attitude are also assessed via a focus group discussion after the second PATHS administration. Analysis of variance of the pre-test data shows the frequency of participant's prior classroom contact with students with a disability to have a significant impact on acceptance. Gender differences at the pre-test stage also prove to be significantly different in several measures. After six months of the inclusion program, data trends and the focus group discussion indicate an increased acceptance of students with disabilities by their mainstream peers. The implications of these results and recommendations for future research are discussed. (Contains 3 tables.)