The pedagogy of inclusion is the current trend for the education of persons with disabilities. This study investigated teachers' attitudes towards inclusive education in relation to demographics (gender and age) and their occupational stress levels. The research involved 208 primary and secondary school teachers, working in urban and suburban areas of five prefectures of Greece. Two scales were used for data collection: a) The Opinions Relative to the Integration of Students with Disabilities (ORI), which examines the attitudes of teachers towards the inclusion of students with disabilities in mainstream schools and b) a questionnaire with regard to Teachers' Occupational Stress, which detects specific sources of stress in the workplace. Teachers' gender, age and occupational stress served as independent variables. Teachers demonstrated marginally positive attitudes towards inclusion, which were correlated with their age. Specifically, younger teachers expressed more positive attitudes than their older colleagues. However, no differences were detected between men and women. Furthermore, relatively high levels of stress were observed, while the specific stressors were detected. Finally, teachers' attitudes were partly correlated to occupational stress, as less positive attitudes towards inclusive education were associated with increased levels of stress.