The aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also reflected in the qualitative composition of the sample. The study was conducted with the use of a questionnaire distributed among teachers and school administration. The article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education. Results show that in general all the participants have a positive attitude towards inclusion. However, there is a difference between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.