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The article discusses outcomes flowing from the integration and inclusion of students with substantial disabilities in regular home rooms and some subject classes in local schools in Minnesota. At the end of the year, regular teachers, special education teachers and classmates were surveyed. The survey showed that classmates viewed inclusion positively and showed great understanding and acceptance of their peers with disabilities. Regular and Special Education teachers were overwhelmingly in favour while acknowledging that the most challenging aspect of inclusion was making sure that the child with a disability was involved in all regular class activities. By the end of the year, all teachers felt that they had a better understanding of how to accomplish this. Keywords: Attitudes, Education, Inclusion, School age