General and special education teachers (N = 125) completed the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of 0.89. The measure demonstrated excellent test-retest reliability (r = 0.99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.