Inclusion of students with developmental disabilities in regular schools represents an important step towards achieving equal educational opportunities for all students. Inclusive education enables students with disabilities to participate in regular educational activities, promoting their socialization and development of social skills. Research indicates that inclusion contributes to increased peer support and better integration of children with disabilities into the broader community (Wendelborg and Kvollo, 2010). The problem of this research was to determine the attitudes of primary school teachers towards inclusive education of students with developmental disabilities in the city of Vinkovci. The research used a quantitative methodology, with instruments including teacher questionnaires measuring their experience, educational level, years of work experience, and attitudes towards inclusion. Osgood's semantic differential was also used to examine the emotional component of teachers' attitudes. The research results indicated no statistically significant differences in teachers' attitudes towards inclusion based on chronological age, level of education, and years of work experience. However, teachers with experience working with children with disabilities showed more positive attitudes towards inclusion. Additionally, the emotional component of attitudes revealed that teachers perceive students with disabilities as "demanding," while the most positive responses were related to the adjectives "warm-cold" and "rough-gentle." These results were largely expected and can serve as a foundation for further improvement of inclusive education in Croatia.