The purpose of this study was to examzne teachers' knowledge aboutrnteaching SWDs in regular classroom at the selected schools of Awi zone.rnSurvey research method was employed to collect data from 153 primaryrnschools through questionnaire designed to investigate teache rs'rnknowledge. Descriptive analysis was used to investigate the meanrnre sponse of teache rs' perce ived and actual knowledge. Results of the datarnanalyzed indicated that, the participants in this study have insufficientrnknowledge in both perceived and actual knowledge towards teachingrnSWDs. Further, a strong correlation between teachers perceived and actualrnknowledge were observed. The result of the independent sample t-testrnindicates that there was a significant difference between teachers taughtrnin special! no special class school on perceived knowledge, the status ofrntraining on inclusion of SWDs and presence of SWDs in classroom showsrnsignificant diffe rence on both perceived and actual knowledge. But, nornstatistically s ignificant difference was observed between male and femalernparticipants in their perce ived and actual knowle dge. Finally, there wasrnsignificant difference between teachers' age group and perceivedrnknowledge while e ducation level and teachers experience did notrncontribute to knowledge. Based on the result, it was recommended thatrnappropriate training specific to the teaching of students with disabilities inrnregular classroom should be provided for regular classroom teachers . Inrnaddition, strong cooperation s hould be maintained between the re gularrnclassroom teachers and special needs education teachers in order tornenhance better leaming of students with disabilities.