The quantitative correlation study investigated 50 Virginia's elementary principals' attitudes toward the inclusion of students with disabilities and principals' training, experience, placement decision, and state assessment decision in special education. The data was collected using the modified version of Principal and Inclusion Survey tool. Descriptive Statistic, a one-sample t-test, Spearman Rank Correlation Coefficient, Tukey Hoc Post, and Analysis of Variance were conducted with the data. Fives hypotheses were put forth in the study; three null hypotheses were rejected based on the statistical tests performed. An analysis of the data uncovered the fact that principals have positive attitudes toward the inclusion of students with disabilities in the general education classroom. There is no significant correlation between the principals' training or experience in special education and the principals' attitudes toward inclusion of students with disabilities (p > 0.05). There is a significant correlation between the principals' placement decision and state assessment decision for students with disabilities and principals' attitudes toward inclusion of students of disabilities (p < 0.05). A recommendation from this study is that future researchers conduct qualitative studies on elementary principals to determine how they make placement and state assessment decisions for students with disabilities. School leaders are encouraged to pay attention to the data collected during this study in order to provide insights into how principals' attitudes can affect daily decisions related to special education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]