Although there has been some research and discussion regarding the importance of teachers’ attitudes towards inclusion, there is very little that identifies the nature and present state of those attitudes within the Kenyan Educational context. There is even less research that attempts to identify factors influencing the development of attitudes towards inclusion or determine the impact teachers’ attitudes have on inclusion perceptions. This study was conducted to provide additional research and shed some light on whether inclusive education is working within the Kenyan context by specifically focusing on attitudes of teachers towards mainstreaming of pupils with intellectual challenge (PWIC), with specific reference to those with mild intellectual challenges (MIC).