This article presents the findings of a short-term quantitative/qualitative study concerning the attitudes of Vietnamese educators towards individuals with disabilities and its possible implications relative to the development of inclusion and special education in Vietnam. The current conditions regarding the education of students with and without disabilities in Vietnam are compared with that of other South Asian countries as well as the United States. The purpose of this study was to identify prevailing attitudes of both school teachers and college teacher educators towards students with disabilities. This was seen as a preliminary step in identifying their predisposition towards the practical implementation of inclusion, which is currently a key national initiative. The implications of this cursory investigation presents a challenge for researchers to find a way to bridge the gap between well-established traditions and best practices in special education in emerging postmodern industrialized countries like Vietnam.