This study reviews 26 studies to examine the attitudes of regular primary school teachers towards inclusive education and the factors influencing these attitudes. The majority of teachers hold neutral or negative attitudes towards the inclusion of pupils with special needs in regular education. No studies reported clear positive results. Several variables are found which relate to teachers' attitudes, such as training, experience with inclusive education, and the type of disability. No conclusion could be drawn regarding the effects of teachers' attitudes on the social participation of pupils with special needs. Teachers' attitudes towards inclusive education are composed of three components: cognitive, affective, and behavioural. Cognitive components involve beliefs and knowledge about inclusive education. Affective components involve feelings about inclusive education, such as concerns about managing students with special needs. Behavioural components involve actions or intentions towards inclusive education, such as willingness to support students with special needs. The study found that teachers' attitudes are influenced by factors such as gender, years of teaching experience, experience with inclusive education, and training. Female teachers were more supportive of inclusive education than male teachers. Teachers with less teaching experience held more positive attitudes towards inclusive education than those with more experience. Teachers with experience in inclusive education and training held more positive attitudes than those with less experience and training. Teachers' attitudes were also influenced by the type of disability, with more negative attitudes towards pupils with learning disabilities, AD/HD, and other behaviour problems, and more positive attitudes towards pupils with physical disabilities and sensory impairments. The study concluded that teachers are generally negative or undecided in their beliefs about inclusive education and do not rate themselves as knowledgeable about educating pupils with special needs. They also do not feel competent and very confident in teaching pupils with special needs. Teachers are more likely to reject pupils with special needs compared to their typically developing peers. The study also found that teachers' attitudes are influenced by factors such as gender, years of teaching experience, experience with inclusive education, and training.This study reviews 26 studies to examine the attitudes of regular primary school teachers towards inclusive education and the factors influencing these attitudes. The majority of teachers hold neutral or negative attitudes towards the inclusion of pupils with special needs in regular education. No studies reported clear positive results. Several variables are found which relate to teachers' attitudes, such as training, experience with inclusive education, and the type of disability. No conclusion could be drawn regarding the effects of teachers' attitudes on the social participation of pupils with special needs. Teachers' attitudes towards inclusive education are composed of three components: cognitive, affective, and behavioural. Cognitive components involve beliefs and knowledge about inclusive education. Affective components involve feelings about inclusive education, such as concerns about managing students with special needs. Behavioural components involve actions or intentions towards inclusive education, such as willingness to support students with special needs. The study found that teachers' attitudes are influenced by factors such as gender, years of teaching experience, experience with inclusive education, and training. Female teachers were more supportive of inclusive education than male teachers. Teachers with less teaching experience held more positive attitudes towards inclusive education than those with more experience. Teachers with experience in inclusive education and training held more positive attitudes than those with less experience and training. Teachers' attitudes were also influenced by the type of disability, with more negative attitudes towards pupils with learning disabilities, AD/HD, and other behaviour problems, and more positive attitudes towards pupils with physical disabilities and sensory impairments. The study concluded that teachers are generally negative or undecided in their beliefs about inclusive education and do not rate themselves as knowledgeable about educating pupils with special needs. They also do not feel competent and very confident in teaching pupils with special needs. Teachers are more likely to reject pupils with special needs compared to their typically developing peers. The study also found that teachers' attitudes are influenced by factors such as gender, years of teaching experience, experience with inclusive education, and training.