Teachers, administrators, and counselors throughout South Carolina were randomly surveyed to evaluate attitudes toward inclusion. One hundred administrators, 125 counselors, and 342 teachers responded. Philosophically, over half of counselors and teachers believed that students with special needs have a basic right to be taught in the general education classroom, but only 43 percent of administrators felt that way. The three groups agreed that students with special needs would benefit from inclusion, but one third or less believed that students would increase their academic skills in inclusive settings. Regarding feasibility, 72 percent of teachers, 60 percent of administrators, and 44 percent of counselors believed that inclusion was a good idea but would meet with much resistance from general educators. Most general educators preferred to send special needs students to special education classes. Many responses indicated that general educators received little assistance from special educators. The three groups believed that general and special educators should collaborate, yet responses revealed that general educators are marginally comfortable in coteaching with special educators. Over half of teachers, administrators, and counselors felt that more finances are needed to successfully implement inclusion. Perceptions of special needs students were mixed, but all three groups perceived them as needing more attention. Results indicate a need for teacher preparation programs and faculty development, lower student-teacher ratios in the inclusion class, financial commitment for inclusionary service delivery models, and mission statements that reflect community values and beliefs. Three tables include survey responses. Contains 21 references. (TD)