Policies on the inclusion of students with special educational needs in mainstream classrooms have focused attention on how general education teachers perceive these students. Furthermore with specific learning disabilities forming a large group of diverse students, and teachers' attitudes often not changing over the career span, preparing teachers for inclusive education is vitally important. This study aimed to identify the attitudes of trainee teachers towards students with specific learning disabilities and differentiation of the curriculum. Significant differences were found between the attitudes of primary and secondary school trainee teachers, and the influence of training. There were no differences in attitudes according to experience with students with specific learning disabilities. The findings have implications for teacher training programs. (Contains 1 table.)