The aim of the paper was to explore attitudes of educators on educational inclusion of pre-school children with special needs to regular educational institutions. Educators, i.e. their attitudes, are considered key to quality implementation of inclusive practices. Earlier research on this topic indicates existence of positive attitudes of educators. A hypothesis was set, which states that attitudes of educators towards this kind of inclusion of children with special needs are positive. The research included educators (N = 150) working in kindergartens in the City of Zagreb. For the purposes of data collection, the following questionnaire was used: Questionnaire on the readiness of educators for the educational inclusion of children with special needs. The results were processed through descriptive and parametric statistics. According to the basic research findings, it was found that attitudes of educators are neutral to slightly positive, i.e. educators express readiness to include children with special needs into educational programs, but are indecisive in self-assessing their competencies for working with children with special needs. Younger educators and those who have had additional professional trainings have a higher level of self-assessed competence in relation to older ones and those who did not have additional professional training. Differences in other sociodemographic parameters are not statistically significant. The paper also explores the applicative purpose of the research, and it can be concluded that changes / additional contents are required in formal and informal education of educators when it comes to educational inclusion of children with special needs.