In Saudi Arabia, the education of students with disabilities has historically followed a segregated medical model. New research is emerging, however, about educating students with disabilities in general education classrooms (i.e., inclusive education). The purpose of this survey study was to examine the level of preparedness of general education teachers, and further investigate if there were significant differences in the beliefs of general and special education teachers based on educational background, roles and responsibilities, teachers' need for professional development, and where students with intellectual disabilities should be placed. Results indicate differences in attitudes between general and special education teachers overall. Though there were differences in teacher attitudes, the results for both sets of teachers indicated a strong preference for students with disabilities receiving services in segregated settings, particularly for students with more significant disabilities. Recommendations were made about the corresponding findings and overall implications for teacher preparation.