After conducting a thorough review of the state of inclusion of students with disabilities in Haiti, the authors present a study that investigates the attitudes of urban and rural teachers in Haiti toward inclusion. Participants were administered the Opinions Relative to Integration (ORI) of Students with Disabilities instrument. Reliability of the ORI for Haitian teachers was 0.68, as determined by the Spearman-Brown reliability coefficient. Teachers' attitudes toward integration were not associated with years of teaching experience, education was positively associated with attitudes, and teachers in rural Haiti did not differ from teachers in urban Haiti. Other findings indicated that variables representing teachers' cognitions and beliefs were more important in predicting attitudes than variables related to the teachers' actual experiences of teaching.