The successful implementation of inclusion in the educational system requires numerous factors and the cooperation of various stakeholders. It is necessary to have clear laws and regulations that regulate inclusion and to ensure the material, organizational and personnel prerequisites for its implementation. Also, the involvement of all stakeholders: teachers, principals, professional associates, parents, but also external stakeholders is key to creating an inclusive environment in schools. Although each stakeholder has their own role, the implementation of inclusion can only be successful with the joint cooperation of all stakeholders in the school. This research included 220 pedagogy students, 110 of them from the University of Split and 110 from the University of Zadar. The goal of this research was to identify the views of pedagogy students on the role and importance of key stakeholders in the process of upbringing and education in the implementation of inclusion in primary schools, Also, the connection between students' attitudes, the university they attend, the level of study they are currently at and the size of their place of residence before going to study was investigated. The results showed that pedagogy students perceive all stakeholders in the implementation of inclusion in primary schools as important, although there are differences in the assessment of the importance of the role of individual stakeholders with regard to the level of study and the university the students attend. The attitudes of pedagogy students are of particular importance because as future pedagogues they should be aware of the importance and role of each stakeholder in the inclusive educational process.