Academic year 2016/2017 a survey was conducted on the Opinion of Teachers and Lecturer Teachers and Lecturers in Lika-Senj County on Inclusion Implementation using the Questionnaire on Assessment of Inclusive Education in Preschool and Elementary Education (Kudek Mirošević and Jurčević Lozančić, 2014). The results show that teachers in this county are predominantly female, averaging between 25 and 55 years, from 5 to 25 years of work experience, predominantly completed four-year university study, have good cooperation with the school's professional development service, poorer cooperation with local communities and institutions dealing with these children. The research of the opinion of these teachers, among other things, shows that inclusion of disadvantaged pupils in the educational system is linked to the methodological and didactic aspects of teacher’s work, and these aspects of work are related to the competence of teachers, the application of individualized programs, professional development and co-operation. Greater cooperation with parents of students with special needs in secondary schools, show more positive attitudes of teachers towards inclusion of disadvantaged students into the educational system. Female gender, lower education through work experience at school, lower work experience and greater school support mean more positive attitudes towards methodological and didactic aspects of work with this population. Elementary school teachers statistically significantly more methodically and didactically shape teaching, apply more individualized programs, and are more professionally trained and co-operating within the educational institution relative to secondary school teachers. Multivariate regression analysis examined how three sets of predictors: teacher education, school work dynamics, and socio-demographic characteristics of teachers contributed to the criteria of attitudes towards educational inclusion, and managed to explain 16% of the variance criteria critically.