A teacher is essential in implementing inclusive policy practices into the classroom. Teacher attitudes towards inclusion, be it positive, negative or indifferent, can determine the success of an inclusive classroom and how it influences students with special educational needs and their school life. This literature review reports on information gathered from teachers about their perceptions of inclusive policy and practice, spanning over many different countries and representing individuals from a variety of cultural, religious and education backgrounds, in order to analyse which factors influence their attitudes towards inclusion. Teacher-related factors, child-related factors and environmental factors significantly impact how a teacher perceives, accepts and implements inclusion into their classroom. This synthesized research is vital in providing information and background data on teacher attitudes regarding this field of education, subsequently enabling steps towards ensuring any issues about inclusive practice in schools is immediately addressed.