The purpose of this study was to investigate if collective sense of teaching efficacy, general sense of teaching efficacy, or personal sense of teacher efficacy influenced teacher attitude toward inclusive classroom settings. Additionally, the study sought to determine if teacher attitude toward inclusive classroom settings differed when taking into account primary student disability type. Prior research indicates that there is a direct link between teacher sense of efficacy and student disability type when determining teacher attitude toward inclusive classroom settings. The sample population for the survey consisted of a convenience sample that represented only a select number of teachers, thus limiting the generalizability of the findings. Multiple regression and analysis of variance (ANOVA) were utilized to test the hypotheses that teacher sense of efficacy and student disability type had no impact on teacher attitude toward inclusive classroom settings. Consistent with predictions based on Social Cognitive Theory, this study indicated that teacher sense of efficacy and primary student disability type had a direct impact on teacher attitude toward inclusive classroom settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]