This study examined faculty support of the inclusion of students with disabilities. The study was conducted in a leading institute of technology in Israel. Participants were 225 faculty members from different departments who were recruited using a campus-wide email announcement. Results revealed that a large majority of faculty members had teaching experience with students with all types of disabilities, mainly those with learning disabilities. The vast majority indicated willingness to provide a variety of accommodations and actually provided such accommodations. Almost all reported no training in the area of disabilities and the majority was not in contact with the Office of Support Services (OSS). Faculty expressed positive attitudes toward students with disabilities yet shared concerns especially regarding students with learning disabilities. Personal contact with individuals with disabilities, students with disabilities in classes, overall teaching experience, teaching experience particularly with students with learning disabilities, and academic discipline, were associated with some or all of the following variables: training, knowledge, willingness to make accommodations, contact with the OSS, and attitudes. Personal contact was found to be the most influential factor on faculty attitudes, knowledge, and practices. A discussion of the study findings and of practical and empirical implications follows.