Previous researchers have indicated that principals play a key role in implementing successfulrnand effective inclusive programs. However, there remains a gap in the literature regarding thernattitudes and perceptions of principals toward the implementation of inclusive education.rnTherefore, the purpose of this quantitative methods research was to investigate the attitudes andrnperceptions of primary school principals towards the implementation of inclusive education inrnAddis Ababa Kolfe Keraniyo Sub city. A total of 86 participants; 56 male and 24 femalernprincipals and 6 supervisors and educational experts were selected by using simple randomrnsampling and purposive sampling. Attitude and perception scales of five point Likert Scale,rninterview and open ended questions were used to collect data. Data were analyzed usingrndescriptive and inferential statistics. This study investigated how demographic variables; sex,rneducation level, experience and trainings affected principalsâ€™ attitudes and perceptions towardsrnthe implementation of inclusive education. Results indicated that most principals had negativernattitudes and unrealistic perceptions towards the implementation of inclusive education. Of thernvariables sex, education level and training were significant predictors of unfavorable attitudesrnand unrealistic perceptions towards the implementation of inclusive education. The qualitativerndata results indicated that lack of training, lack of knowledge and experience about inclusiverneducation, education level, lack of special needs focal person and special needs teachers,rnshortage of resources, and factors related to school physical environment were the major factorsrnaffected principalsâ€™ attitudes and perceptions. Ongoing training will prepare principals withrnpositive attitudes and realistic perceptions towards the implementation of inclusive education.