Inclusive education is a priority and a challenge for education systems. The success of the inclusive practices' implementation depends on the attitudes of teachers' towards inclusive education. This research reflects the current state of pre-university teachers' attitudes towards the inclusion in Kosovo, as well as it examines the relationship between teachers' attitudes and selected background variables and self-efficacy. The research conducted a quantitative design and included 499 teachers from 40 schools in Kosovo. The instruments that were used to collect the data are Teachers' Attitudes towards Inclusion Scale (TAIS) and Teacher Efficacy for Inclusive Practices (TEIP). Data were analyzed using descriptive statistics and inferential statistical tests. Results show positive attitudes of teachers' towards inclusive education. Secondary level teachers have more positive attitudes towards inclusion than those from primary ones. Correlation results found a negative relationship between teachers' and educational qualification and experience of teachers with students with special needs. The factors that predict teachers' attitudes towards inclusion are self-efficacy for inclusive practices, professional qualification and work experience with children with special needs. The findings highlight the need to develop teaching skills and provide systematic support for teachers, while placing them as a priority in education agendas to ensure the success of inclusion.