Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of teachers about inclusion of children with special needs in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected secondary schools in Oyo state, Nigeria. Four hypotheses were postulated at the significant level of 0.05. The instrument used was a questionnaire, which included items on gender, marital status, professionalism, and teaching experience, and has a general co-efficient alpha of 0.83. A t-test method of analysis was the main statistical method used to test the 4 generated hypotheses. The findings revealed that the attitude of male teachers is 39.4, while that of female teacher is 43.3, thus, the t-test analysis shows that the calculated t-test is 2.107, which is greater than the critical t (t = 1.960). This implies that female teachers have more positive attitude towards the inclusion of students with special needs than their male counterparts. Also, hypothesis two was rejected, while hypothesis three and four were accepted. Teachers should therefore be encouraged to attend seminars and conferences to improve their knowledge about ways of practicing and accepting inclusion for a better tomorrow for our children with special needs in Nigeria. (Contains 5 tables.)