The process of educational integration in the Republic of Croatia begins in 1980, which was further outpaced by the concept of inclusion in the 1990s (Kranjčec Mlinarić et al., 2016). Inclusion is a broader term that implies education for all, and emphasis is placed on providing staff, material and technical conditions that will enable each student to participate in a system that respects each student's individual differences and needs (Karamatić Brčić, 2011). Numerous studies have shown that teachers' attitudes are one of the key variables for successful inclusion (Ivančić, 2012). Research into teachers' attitudes towards inclusion of students with disabilities has different results. Although teachers globally have positive attitudes towards the inclusion of children with disabilities in mainstream schools (Ivančić, 2012), there are also studies that produce opposite results. The aim of this research was to gain insight into the attitudes of schoolteachers from the Bjelovar-Bilogora County towards children with disabilities and their inclusion. Teachers also evaluated the quality of school inclusion. The following measuring instruments were used in the study: Questionnaire on the general characteristics of the respondents, a semantic differential for measuring attitudes towards children with disabilities, a scale of eight items in the form of statements examining attitudes towards inclusion, a scale of fifteen items in the form of statements assessing the quality of school inclusion, and seven open-ended questions and questions with multiple answers related to the school itself. The results show that schoolteachers from the Bjelovar-Bilogora County area have uneven attitudes towards children with disabilities, with a tendency towards more negative attitudes. They also show neutral attitudes, with a slightly higher tendency toward more negative attitudes towards the inclusion of children with disabilities. They evaluate the quality of inclusion in a neutral way, leaning toward more positive assessments. The following guidelines have been created to improve the quality of school inclusion, which can potentially influence the change of teachers' attitudes: providing additional training for teachers in the field of work with students with disabilities, hiring an expert in the field of educational rehabilitation, ensuring better cooperation with local authorities and available sources of support, ensuring teaching assistant to every student in need, and equipping the school with the necessary didactic materials and supplies.