This study aimed to explore the complex interplay between general teacher self-efficacy, self-efficacy for inclusive practices, and attitudes toward inclusion of students with disabilities in the general education classroom. A quantitative research design was employed involving 21 participants who completed a survey encompassing three distinct scales: Teacher Sense of Efficacy Scale; Teacher Efficacy for Inclusive Practices scale; Teacher Attitudes toward Inclusion Scale. The findings revealed that teachers exhibited high levels of self-efficacy concerning their teaching abilities and their ability to implement inclusive practices. However, the study also revealed that teachers held less favorable attitudes toward teaching students with disabilities in the general education setting. This discrepancy highlights the need for further investigation into the factors influencing teachers' attitudes and the potential implications for inclusive education initiatives. By understanding the relationships between these variables, educators, policymakers, and school administrators can implement targeted interventions to foster positive attitudes and create a more inclusive and supportive learning environment for all students, including those with disabilities. [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/en-US/products/dissertations/individuals.shtml.]