The success of inclusive education depends on a variety of factors, including teachers’ attitudes (Dymond, Renzaglia, and Chun 2008; Hsieh et al. 2012). To be able to examine what teachers’ attitudes towards inclusive education, the notion of ‘attitude’ should first be defined. Attitudes can be defined as “a latent disposition or tendency to respond with some degree of favorableness or unfavorableness to a psychological object” (Fishbein & Ajzen, 2010, p. 76). Generally, the more positive the attitude towards a certain type of behaviour, the greater an individual’s intention to carry out that behaviour (Ajzen, 1991). This effect of attitude on behaviour is no less true when it comes to including students with special needs into regular classrooms). Teachers’ attitudes towards inclusion are particularly important due to their possible influence on how they employ inclusive education strategies for children with special needs. International research has shown that despite the existence of legislation promoting inclusive education in schools, teachers that held negative attitudes towards inclusive education avoided using techniques known to facilitate the practice (Bender, Vail, & Scott, 1995; Forlin, Keen, & Barrett, 2008). Contrastingly, a study by Monsen and Frederickson (2004) found that students being educated in classrooms with teachers who held positive attitudes towards Inclusive not only returned better academic outcomes, but were more satisfied with their education and reported less friction in the class, when compared to students being educated in classes in which the teacher did not favour inclusive education. Although most general education preschool, primary, and secondary school teachers believe that inclusion benefits children with and without disabilities, it is quite common for teachers to report a low sense of efficacy in teaching students with SEN which, no doubt, has a significant impact on the evolution of practice toward inclusive learning environments (Avramidis et al., 2000; Avramidis & Norwich, 2002; Bennett, Deluca, & Bruns, 1997; Scruggs & Mastropieri, 1996). Although research in teachers’ attitudes well established in the Western world, research into teachers attitudes in Saudi Arabia is still emerging (Alquraini, 2012). In the context of Saudi Arabia, few studies have explored educators’ attitudes towards inclusion. Much of these studies focussed on primary sittings, which indicated a complex mix of positive and negative teachers’ attitudes towards inclusion vary by type of special needs (Al-Ahmadi, 2009; Alamri, 2014; Alhudaithi, 2015; Al-Quraini,2012; but there is an absence of empirical research in early childhood setting. Therefore, It is this gap in research that inspired the researcher to specifically select the kindergarten sittings in Saudi Arabia as a focus for this specialist study of teachers’ attitudes towards inclusive education. In the next section, literature will be reviewed in relation to factors influencing teachers’ attitudes towards the inclusion of children with special needs into general education classrooms.