<p> This research is about the attitudes and educational practices towards inclusion of students with disabilities in science classroom. Four research questions were raised: (1) What are the attitudes of science teachers about the inclusion of students with disabilities?, (2) What is the relationship between attitudes and teachers demographics characteristics?, (3) What are the factors that influence the attitudes of science teachers? and (4) What does the Science teachers do in their educational practices to teach students with disabilities? </p><p> A mixed design of two phases was performed to answer this question. In the first phase a questionnaire was submit to 79 Science teachers from the middle and high school level. This questionnaire with the title <i>Attitudes and educational practices towards inclusion of students with disabilities in Science teaching</i> was developed by the researcher. In the second phase a focus group was conducted with Science and Special Education teachers. Also, two structured interviews by telephone were conducted. </p><p> The findings indicate that the attitudes of science teachers who participated in the first phase of this research seems to be neutral. However, in their responses to the interview or focus group the attitudes were perceived negative. This attitudes are influences by a number of factors that hinder the process of inclusion. Using a nonparametric test with a chi-square test, it was determined that the number of students in a classroom is one of the factors that have a significant relationship with attitudes. The modifications that Science teachers do in their educational practices these will depend on the discapacities. But usually the modification will be in the evaluation of the students. Using assessments as a technique. Also, individualized instruction and peers are educational practices that highlight.</p>