Teachers' attitude towards the inclusion of individuals with mental retardationrni recognized as crucialfor its implantation. So, it was a fell necessity to studyrnteachers' attitude towards the inclusion of individuals with mental retardation.rnTheir commitment to the proce s of inclusion of the mentally retarded can go arnlong way in it efficacy.rnThe objective of the study could be compiled under three parts. First, an effortrnwas made to examine what attitude do regular and special class teachers haverntowards teaching the mentally retarded in inclusive classes. Second, arncomparison was done between regular and special class teachers to see if therernis difference in attitude in them towards the inclusion of individuals with mentalrnretardation. Third, to see whether teachers' variables such as sex, age, teachingrnexperience, training and qualification influence there attitude towards therninclusion of individuals with mental retardation, a detailed sub-sample analy isrnwa done by categorizing teachers on those variabfes.rnSamples of the study consisted of 35 special class and 55 regular class teachersrndrawn from Kokebe Tsibah primary school from Addis Ababa and Adamarnnumber 2 primary schoolfrom East Shoa.rnAn attitude scale consisting of 47 items were developed to collecting the data. Tornanalyze the obtained data descriptive statistics such as means, standardrndeviations and percentage of variables were used extensively. T -tests wererndone to see whether or not there is a significant difference between differentrngroups of teachers' classified according to various variables.rnThe result of the study indicated that both special class a mean score value ofrn133.77 (t= 2.09;>1.69) and regular class teachers a mean score value of 130.43rn(t=2.68>1.68) which too is statistically not significant at 0.05 level. Thus,rnteachers in this study have negative attitude towards the inclusion ofrnindividuals with mental retardation.rnThe t-test done to find out whether their access statically significant differencernbetween the special class and regular class teachers indicating no taticallyrnsignificant difference at 0.05 level. The sub-sample analysis also indicated thatrnthere was no statistically significant difference between the groups of teache7'rncategorized based on the variables such as sex, age, teaching experienc ,rntraining and qualification. However, statistically ignificant difference could bernobserved between the groups of special cla s teachers with an experience fromrnllo 15 years and 16 to 35 years.rnBased on the observations and findings a set of recommendations have been putrnforth