One of the main challenges facing special and general education teachers and parents in Egypt stems from the current educational move toward inclusion. The current study investigated the attitudes of special and general education teachers and parents toward the inclusion of Egyptian students with intellectual disabilities in general education schools. A survey was carried out in two educational settings: special and general education schools. The attitudes of Egyptian special (n = 52) and general education teachers (n = 52) and parents of children with intellectual disabilities (n = 109) were surveyed. Thirty two special and general education teachers, the principal of special school and five parents who had children with intellectual disabilities were interviewed. Data analysis revealed that teachers and parents possessed negative attitudes toward inclusion. There are many factors that may contribute to this view, including a lack of teacher training.