This study measured the attitudes of teachers of students with significant disabilities using the Attitudes of Teachers of Students with Significant Disabilities about Aspects of Their Jobs survey. Teachers who worked with at least one student with significant disabilities were contacted via e-mail and other on-line means across four geographical areas in the United States. The survey results were compared with the teacher's reported rates of student inclusion and geographical areas. The post - hoc analysis produced significant results, displaying that teachers whose students were included in general education were more likely to display positive overall attitudes related to their jobs. Teachers in suburban and rural areas with students included more fully were more likely to display positive attitudes towards their job design. These results expand the field of inclusion research from having positive impact on students, to demonstrating a significant relationship between increased rates of inclusion and positive teacher attitudes toward aspects of their job.