This study examined inservice teachers' attitudes toward inclusion, surveying teachers' perceptions of their professional competence in working with special education students and in collaborating to plan and implement instructional programs. Professional training needs were also identified. Teachers from 90 schools in southeastern Alabama completed questionnaires. Graduate students (most of whom were inservice teachers) from one teacher training institution also completed questionnaires. Many schools where the study occurred were implementing inclusion at the same level. Nearly 60 percent of respondents had a negative attitude toward full inclusive education; only 27 percent agreed with inclusion. Over half perceived inclusion as a practice that only benefited special education students socially and did not produce a positive classroom learning climate. Perceptions differed between special and general educators, with special educators being more positive about the benefits of inclusion for students with disabilities and more interested in learning about collaborative teaching. Differences in attitude were evident by gender, teaching experience, and grade level. Barriers to inclusion included time constraints due to large class size, negative attitudes, inadequate training to handle inclusion, and lack of teacher collaboration. The most needed area of training was collaborative practice between special and general educators. (Contains 26 references.) (SM)