The purpose of this study was to ascertain the relationship between teachers' attitudes toward the inclusion of children with mild to moderate mental disabilities in physical education settings and the amount of practice attempts performed and the levels of success attained by these students compared to their peers without disabilities. The findings suggested a relationship between teacher attitude toward inclusion and teacher effectiveness. Teachers with a positive attitude toward inclusion provided all of their students with significantly more practice attempts, at a higher level of success. (Contains 3 tables.)