The purpose of this study was to assess attitudes of acceptance by administrators, core content teachers, and special education teachers at the middle school level toward the inclusion of special education students into general education classes in a large suburban school district. Research questions for this study were: (1) What are middle school core content teachers’ attitudes about the inclusion of special education students in general education classes?; (2) What are special education teachers’ attitudes toward the inclusion of special education students in general education classes?; (3) What are school based administrators’ attitudes about the inclusion of special education students in general education classes?; (4) Do school based administrators’ attitudes differ from those of middle school teachers?; and (5) What are the elements that influence administrator and teacher attitudes for the purpose of providing better preparation and training? The primary methodology for collecting data was the use of focus groups, applying qualitative methodology for analysis. Specifically, content analyses were conducted on Demographic Information Sheets and in-depth group interview data (focus groups). Additionally, data were compared to elements from the Council for Exceptional Children model for an effective inclusion school. The findings show receptiveness on the part of each of the groups toward inclusion, through descriptions based upon participant responses. Also, the primary findings show that attitudes of acceptance toward more inclusive environments are not isolated factors related to that receptiveness, but are connected to collaborative practices. These are enabled through committed leadership, allocation of resources, support systems, and school autonomy. These findings support the relationship of attitudes influencing teacher receptiveness toward more inclusive environments for special education students as previously indicated by Winzer (1987), Kauffman (1998), Barnartt and Kabzems (1992), Wisnieski and Alper (1994) and recently Janney, Snell, Beers, and Raynes (1995). / Ed. D.